THE 


PHONOGRAPHIC   TEACHER: 


lit 


fipoHitiati 


OF 


PHONOGRAPHY, 


i:  TENDED    AS    A    SCHOOL    BOOK,    AND    TO    AFFORD    COMPLETE    AND 

THOROUGH    INSTRUCTION'    TO    THOSE   WHO    HAVE    NOT 

THE   ASSISTANCE    OF   AN   O,t..L   TEACHER. 


BY  E.  WEBSTER. 


N  s  TO   $  or  k: 

PUBLISHED   BY   FOWLER      AND   WELLS, 

No.     308     BROADWAY. 


THE  LIBRARY 

OF 

THE  UNIVERSITY 
OF  CALIFORNIA 

LOS  ANGELES 


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L/ 


V' 


0  i 


THE 

PHONOGRAPHIC   TEACHER 


BEING 


in  StthuHne  fxpnttinn 


OP 


PHONOGRAPHY, 


IMTENDED    AS    A    SCHOOL   BOOK,    AND    TO    AFFOKD    COMPLETE   AND 

THOROUGH    INSTRUCTION    TO    THOSE    WHO    HAVE   NOT 

TH£    ASSISTANCE    OF    AN    ORAL    TEACHER. 


BY  E.  WEBSTER. 


REVISED  BY  ANDREW  J.  GRAHAM. 


N  e  m    I?  o  r  k  : 

PUBLISHED    BY    FOWLER       AND   WELLS 

Nc        309      BKOADWAT. 

Bc«ton,  US  WuhinffV*  *"..}  [Retail  ph*e,  40  wnt«, 


Entered,  according  to  Act  cf  Congress,  in  the  year  1857,  by 

E.    WEBSTKR, 
is  the  Cloik't  Office  or  the  Southern  District  of  the  State  of  New  York. 


0)31 


CONTENTS, 

PAGt 

PREFACE,        _.-.---.  7 

INTRODUCTION,        -        -         -        -        -        -         -  11 

EXPLANATION  OK  TKRMS,          -----  22 

M     PHONOGRAPHIC  ALPHABET,       -        -        -        -        -  23 

IS     EXPI  AN'ATION  OF  T1IE  PHONOGRAPHIC  ALPHABET,        -  25 

^.     POSITION  OF  THE  VOWELS,       -----  26 

PLACING  VOWKLS  TO  THE  CONSONANT-PHONOGRAJHS,    -  27 

I 

E     MARKS  OF  PUNCTUATION,         -----  29 

INDICATION  OF  AN  EMPHATIC  SENTENCE,  29 

READING  EXERCISE,          ------  29 

»•> 

5*    WRITING  EXERCISE,         ..---.  30 

|    CONSONANJ  OUTLINE,       ------  31 

->     RULES  FOR  PLACING  THE  VOWELS,  -         -         -         -  31 

READING  AND  WRITING  EXERCISES,  32 
M    UPWARD  R,  -------          -32 

F    READING  AND  WRITING  EXERCISES,  33 

P    THE  S-CIRCLK,        -------  34 

VOCALIZATION  OF  TIIK  S-CIRCLE,  35 

TIIE  VOWEL  PRECEDING  THE  S,        -----  35 

WRITING  EXERCISE,         ......  35 


449552 


VI  CONTESTS. 

WORD-SIGNS, 36 

WRITING  EXERCISE,         ------        37 

PREFIXES  AND  AFFIXES,  ------        38 

READING  EXERCISE,         ------        38 

WRITING  EXERCISE,         ------        39 

W  AND  Y,  CONNECTED  win  VOWELS,  39 

READING  EXERCISE,         -  40 

WORD-SIGNS,          -        -        -        -        -        -        -        41 

WRITING  EXERCISE,         -         -         -        -        -        -         41 

EXPLANATION  OK  WORD-SIGNS,  42 

P  IMPLIED  BY  MAKING  M  HEAVY",    -        -        -    .    -        42 
WoRD-SlGNS,  AND  READING  EXERCISE,  43 

THE  L-HOOK,          -------44 

READING  AND  WRITING  EXERCISES,  45 

THE  R-HOOK,          -------         40 

M  MADE  HEAVY,  TO  IMPLY  THE  R-HOOK,  -        -        47 

READING  AND  WRITING  EXERCISES.  48 

THE  S-CIRCLE  ix  THE  L  AND  R-HOOKS,  50 

READING  AND  WRITING  EXERCISES,  -         -         -        -  51,  53 

WORD-SIGNS,          -----._  54;  55 

THE  N-HOOK,          - 56, 57 

THE  SHN  HOOK. 58,  59 

HALF-LENGTUED  PHONOGRAPHS,        -        -        -        -  61, 66 

THE  ST-LOOP  67,  68 

PECULIARITY  OF  VOCALIZATION,         -        -        -        -  69,  70 
READING  AND  WRITING  EXERCISES,  -  -  71,  76 

PREFIXES  AND  AFFIXES,  -  -  77,  79 

WORD-SIGNS, -  80, 86 

REAMNG  AND  WRITING  EXERCISES.  -        -  87,  104 


PREFACE- 

PHONOGRAPHY  is  the  invention  cf  Mr.  ISAAC 
PITMAN",  of  Bath,  England.  It  has  been  before 
the  public  since  the  year  1837  and,  on  account 
of  its  great  philosophical  beauty  and  utility,  has 
won  many  warm  and  enthusiastic  admirers,  both 
in  Great  Britain  and  America.  The  world  will 
ever  be  indebted  to  the  indefatigable  author  of 
this  beautiful  system  of  writing,  for  the  great  ben- 
efit it  is  destined  to  confer  upon  millions,  who  now 
know  not  of  the  existence  of  this  mental  railroad. 
Mr.  PITMAN,  aided  by  others  who  have  thoroughly 
mastered  the  art,  has,  from  time  to  time,  been  able 
greatly  to  simplify  and  improve  the  system  in  some 
of  its  details. 

Two  years  ago,  a  Phonetic  Council  of  one  hun- 
dred persons  (fifty  in  Great  Britain,  and  fifty  in 


Vlll  PKEFACE. 

America)  was  elected  by  a  popular  vote  of  the 
Phonographers  of  each  country,  for  the  purpose  of 
uniting  the  efforts  and  skill  of  all  in  effecting  some 
further  improvements  in  the  art.  This  Council 
terminated  its  labors  (so  far  as  Phonography  is 
concerned)  on  the  first  of  January,  1852.  After  a 
long  and  patient  investigation  of  the  subject,  it  was 
almost  unanimously  agreed  to  introduce  two  new 
letters  into  the  Phonographic  alphabet,  and  change 
the  system  in  some  other  respects.  It  is  reasonable 
to  believe,  that,  after  so  long  and  so  thorough  an 
investigation,  made  by  the  most  experienced  Pho- 
nographers, the  system  is  as  near  perfection  as  it 
is  possible  for  an  art  to  approximate ;  and  that 
there  exists  no  necessity  for  change  hereafter. 

These  improvements  have  rendered  the  publica- 
tion of  a  new  treatise  on  Phonography  necessary, 
and  hence  the  present  work. 

The  author  of  the  following  pages  claims  nothing 
original  in  Phonography,  having  simply  embodied 
his  own  experience,  as  a  practical  teacher  of  the 
art.  He  has  thoroughly  studied  the  wants  of  the 


PREFACE.  IX 

beginner,  and  has,  by  a  series  of  simple,  analytical, 
and  inductive  exercises,  endeavored  (and  lie  has 
reason  to  hope  tke  effort  has  been  successful)  to 
remove  all  that  is  embarrassing  and  discouraging 
to  the  student  in  the  commencement  of  his  Phono- 
graphic studies.  Under  each  rule  is  a  Beading 
Exercise  in  Phonography,  and  a  Writing  Exercise 
in  common  type,  so  that  he  at  once  makes  a  prac- 
tical application  of  the  rule,  both  in  reading  and 
writing,  and  no  word  is  introduced  until  it  can  be 
written  the  best  way.  This  arrangement  precludes 
the  necessity  of  his  ever  being  required  to  unlearn 
that  which  has  cost  him  much  time  and  labor  to 
learn ;  but,  on  the  contrary,  he  is  led  on,  step  by 
step,  from  principle  to  principle,  until  he  has  trav- 
elled over  the  whole  ground  occupied  by  Phonog- 
raphy, or,  in  other  words,  the  whole  ground  occu- 
pied by  the  English  language,  and  made  complete 
master,  not  only  of  an  art  by  which  he  can  write 
with  the  speed  of  oratorical  speech,  but  the 
philosophy  and  fundamental  prirciples  of  all  lan- 
guages. 


X  PREFACE. 

If  tlie  following  pages  shall  be  instrumental  in 
spreading  more  widely  the  benefits  of  Phonog- 
raphy, the  author  will  feel  himself  amply  rewarded 
for  his  labor. 

M   "WEBSTER. 


EDITOR'S  NOTE 

THE  revision  of  this  work  was  commenced  at  the  instance  of 
several  phonographic  teachers  who  preferred  it  to  other  treatises  of 
the  kind.  The  revision  has  been  completed.  A  few  words  as  to  its 
character  and  extent.  It  is  now  completely  conformed  to  all  the 
improvements  that  were  made  in  Phonography  by  the  Phonetic 
Council  in  1852;  the  faulty  outlines  have  been  replaced  by  those 
which  experience  has  shown  to  be  best ;  the  exercises  at  the  closf 
of  the  book  have  been  re-engraved,  and  made  to  accord  with  the 
"  improvements ;"  a  chapter  of  miscellaneous  observations  has  been 
added ;  and  the  authorized  and  alphabetically-arranged  lists  of 
word-signs  have  replaced  the  list  given  in  former  editions.  This 
treatise,  it  is  now  believed,  will  subserve  the  purposes  of  both- 
teachers  and  pupils  better  than  any  other  phonographic  instruc- 
tion-book extant.  Together  with  the  "  Reporter's  Manual,"  ic  fur- 
nishes a  complete  course  of  instruction  in  phonetic  shorthand. 
Thousands,  even  without  the  aid  of  a  phonographic  teacher,  have 
become  gcocl  phonographic  writers  by  their  aid — may  thousands 
more! 

PHONETIC  DEPOT,  NEW  YORK,  October,  1856. 


11 


INTRODUCTION. 

IN  commencing  a  new  study,  it  is  natural  for 
persons  to  wish  to  know  something  concerning  the 
nature  of  the  art  or  science  that  is  about  to  engage 
their  attention,  and  occupy  their  time.  And  it  is 
not  only  natural,  but  wise,  for  them  to  inquire 
what  benefit  they  can  reasonably  expect  to  derive 
from  it  To  enable  them  to  form  a  correct  judg- 
ment upon  this  point,  is  our  present  object. 

Phonography  has  been  before  the  public  since 
1837  and  has  stood  the  test  of  criticism,  scru- 
tiny, and  investigation.  It  has,  by  its  simplicity, 
utility,  and  philosophical  beauty,  attracted  the  at- 
tention, interested,  and  instructed,  many  hundred 
thousand  persons,  in  Great  Britain  and  America. 
The  learned  and  unlearned  have  investigated  it; 
and,  without  exception,  awarded  it  their  unre- 
served praise.  The  study  is  a  source  of  pleasure 
and  delight :  the  old  admire  its  simplicity  and  phi- 


rH  INTRODUCTION. 

iosophical  brevity ;  the  young  hail  it  as  a  time  aud 
labor-saving  art.  For  accuracy  and  despatch  in 
business  transactions,  it  is  unsurpassed  by  any 
system  of  writing  ever  known.  To  the  lawyer, 
the  minister,  and  the  editor,  it  is  as  the  railroad  to 
the  traveller.  That  the  steam  engine  has  given 
some  additional  facilities  in  locomotion,  no  one 
will  deny.  To  travel  from  INCW  York  to  Boston, 
or  Washington,  is  now  a  pleasant  excursion;  the 
time  was,  when  it  required  more  days  than  it  now 
does  hours;  and  no  man,  after  having  been  once 
dragged  through  the  mud,  in  the  old,  uncomfort- 
able, lumbering  stage-coach,  occasionally  prying  it 
out  of  the  mire  with  a  rail,  has  any  wish  or  incli- 
nation to  travel  over  the  route  again. 

What  the  steam  engine  has  done  in  locomotion 
and  commerce,  PHONOGRAPHY  will  do  in  fastening 
thought  upon  paper.  Speeches,  sermons,  and  edi- 
torial articles,  that  now  require  the  labor  of  six 
hours,  can  be  written  in  one.  Introduce  Phonog- 
raphy into  our  schools ;  let  the  children  study  it, 
as  they  study  other  branches  of  learning,  guided 
by  a  competent  and  judicious  teacher;  and,  when 
they  enter  the  business  of  life,  they  will  pen  their 
own  thoughts  at  the  rate  of  two  hundred  and  fiftv 


INTRODUCTION.  Xlll 

words  per  minute !  Nay,  start  not  at  this  state- 
ment ;  though  startling,  it  is,  nevertheless,  true  I 
We  have  seen  boys  write  over  two  hundred  words 
in  one  minute,  in  less  than  two  years  from  the 
time  they  first  saw  the  Ponographic  alphabet. 

Now,  contrast  this  with  the  speed  at  which  the 
most  rapid  long-hand  write}  can  commit  words  to 
paper,  and  it  will  be  seen  that  the  gain  is  immense. 
The  most  rapid  writer,  in  the  common  hand,  can, 
by  great  effort,  write  only  forty -three  words  pei 
minute,  and  that  only  for  a  few  minutes  at  a  time. 
The  ordinary  rate  of  long-hand  writing  is  about 
twenty  or  twenty -five  words  per  minute. 

The  literary  men  of  the  coming  generation,  by 
mastering  Phonography,  can  pen  their  thoughts 
at  the  rate  of  two  hundred  and  fifty  words  per 
minute,  and  send  them  to  the  press  without  being- 
driven  to  the  disagreeable  drudgery  of  scrawling 
them  out  in  long-hand.  The  amount  of  mental 
work  a  man  can  do  in  a  lifetime,  with  this  mighty 
engine  at  his  command,  is  almost  beyond  computa* 
tion.  It  is  a  fact,  no  less  true  than  lamentable, 
that  a  man's  best  thoughts  are  often  the  most 
evanescent:  they  come  like  the  vivid  flashes  of 
lightning,  to  ilHmine  the  darkness  of  the  night 


tlv  INTRODUCTION. 

for  a  moment,  and  are  gone,  perhaps  never  to 
return;  like  shadows  o'er  the  heath  they  come, 
so  depart,  leaving  no  t~ace  behind. 

Every  man,  who  has  been  in  the  habit  of  wri- 
ting, knows  that  there  are  moments,  when  he  seems 
to  be  elevated  by  a  kind  of  inspiration:  thought 
crowds  on  thought,  impatient  for  utterance;  the 
imagination  is  alive,  and  acts  with  all  the  speed 
of  electricity.  In  these  favored  moments,  he  feels 
the  want  of  some  rapid  means  of  fastening  words 
upon  paper:  the  tardy  movements  of  the  hand  crip- 
ple and  clog  the  imagination  in  its  sublime  and  lof- 
ty flights:  the  mind,  without  Phonography,  is  like 
an  eagle  without  pinions — strong,  but  powerless. 

He  that  writes  much,  will  in  time  write  well ; 
and  the  ready  writer  is  in  the  way  of  becoming  a 
deep  thinker:  the  deep  thinker  and  ready  writer 
will  become,  in  time,  a  correct  and  ready  speaker. 

Tlie  incidental  advantages  derived  from  the 
study  of  Phonography  are  numerous.  A  correct 
knowledge  of  the  fundamental  principles  and  phi- 
losophy of  all  language  is  secured :  and  the  mental 
discipline,  in  following  a  speaker,  is  unsurpassed, 
even  by  the*  study  of  mathematics ;  every  faculty 
of  the  mind  is  aroused ;  every  energy  is  brought 


INTRODUCTION.  XV 

to  a  focus;  "  thoughts  that  breathe,  and  words  that 
burn,"  pass  in  at  the  ear,  and  run  out  at  the  finger- 
ends,  in  characters  as  legible  and  symmetrical  as  if 
done  by  the  Daguerreian's  art — speech  daguerreo- 
typed ! 

The  young  man,  who  commences  life  without  a 
knowledge  of  Phonography,  starts  upon  a  long 
journey,  perhaps,  in  an  old,  worn-out,  rickety, 
Mexican  Diligence,  drawn  by  woe-begone  skeleton- 
mules,  urged  on  by  the  motive  power  of  a  Mexican 
"  goad."  If,  on  the  contrary,  he  commences  this 
journey,  with  a  thorough  knowledge  of  this  art 
in  his  head,  and  its  practical  utility  at  his  finger- 
ends,  he  starts  upon  this  eventful  career  in  a 
strong,  well-made  car,  drawn  by  the  snorting  fire- 
steed,  whose  iron  sinews  never  tire.  That  the 
latter  enjoys  advantages  over  his  more  conserva- 
tive fellow-traveller,  no  man  of  sense  will  deny. 
Said  THOMAS  BENTON,  when  presented  with  a 
verbatim  report  of  one  of  his  masterly  speeches, 
taken  by  a  little  boy,  "  Had  this  art  been  known 
forty  years  ago,  it  would  have  saved  me  twenty 
years  of  hard  labor!"  The  Honorable  Senator 
uttered  but  a  part  of  the  truth :  the  labor  of  .TOB 
years  can  be  d  :ne  in  one  / 


XVI  INTRODUCTION. 

For  verbatim  reporting,  correspondence,  book- 
keeping, memoranda,  and  composition,  Phonogra- 
phy is  unequalled  by  any  system  of  writing  ever 
invented.  Books  are  written,  and  sent  to  the  conv 
positor  in  Phonographic  manuscript,  and  set  up 
without  difficulty,  and  with  less  errors  than  is 
usual  with  common  long-hand  manuscript;  in 
proof  of  this,  we  point  in  triumph  to  the  fact,  that 
this  work  has  been  written  entirely  in  Phonogra- 
phy, and  set  up  by  Mr.  CHARLES  BLANCHARD, 
Phonographic  Compositor ;  making  a  clean  saving 
of  five-sixths  of  the  mechanical  labor  to  the  author. 

Business  letters  are  dictated  by  merchants  to 
their  Phonographic  clerks,  in  a  few  minutes,  that 
would  require  hours  to  write  them  themselves ; 
and  inventories  of  goods  are  taken  as  rapidly  as 
they  can  be  called  off.  Literary  men,  who  do 
not  understand  Phonography,  employ  Phonograpic 
amanuenses,  thereby  securing  to  themselves  the 
advantages  of  Phonography,  without  being  at  the 
trorble  of  learning  it,  as  the  business  man  avails 
himself  of  the  despatch  of  the  telegraph,  without 
building  one  of  his  own. 

To  the  mechanic  and  working  man,  Phonogra- 
phy comes  as  a  co-laborer,  to  aid  him  ir  the  acqui 


I.NTROUUCIION.  xvii 

gition  of  knowledge,  as  the  steam  engine  aids  him 
with  speed  and  power,  in  the  accomplishment  of 
ends  to  which  muscular  power  is  utterly  inade- 
quate. 

To  the  young,  who  are  toiling  up  the  hill  of 
science,  Phonography  affords  great  facilities.  If 
the  student  be  poor,  let  him  master  this  great  art, 
and  convert  his  knowledge  into  gold.  "Phonogra- 
phic boys,"  not  yet  nineteen  years  old,  are  now 
getting  $200  per  month!  If  they  were  to-day 
destitute  of  a  knowledge  of  Phonography,  they 
could  not  get  $20  per  month.  What  has  been 
done,  can  be  done  again;  it  requires  but  the 
determined  effort. 

Most  of  the  verbatim  reporting  in  the  United 
States  is  now  done  in  Phonography ;  but  that  a 
few  should  become  rapid  writers,  and  make  money 
out  of  Phonography,  is,  to  our  thinking,  a  very 
small  matter;  the  art  is  like  the  air  we  breathe,  or 
the  light  of  the  sun — for  everybody — for  the  mil" 
lion.  It  knocks  gently  at  the  door  of  the  school- 
house,  and  unobtrusively  asks  for  admission.  It 
comes  to  lend  its  aid  and  stimulus  to  the  young 
and  vigorous  mind ;  not  to  one,  but  to  all.  Pho- 
nography should  be  as  familiar  in  the  school-house 


INTRODUCTION. 

as  the  spelling-book,  and  as  well  won.  Here  is  & 
great  boon,  the  common  property  of  all ;  shall  thej 
not  have  it  ?  To  the  schoolmaster,  to  the  school 
committee,  to  the  trustees  and  controllers,  to  one 
an4  to  all,  we  say,  Shall  they  not  have  it  ?  What 
hinders?  Teachers  may  master  Phonograph jr  from 
the  books,  and  teach  it  to  the  chip  jii  under  their 
care,  if  they  are  persons  cf  energy ;  if  not,  they 
have  no  business  in  the  school-room :  the  leprosy 
of  indolence  is  contagious,  and  the  school-house  is 
no  place  for  a  person  afflicted  with  that  disease. 
Let  it  not  be  said  that  the  trustees  and  directors 
are  fearful  of  innovations.  The  art  of  printing  was 
once  a  great  innovation;  but  wliat  a  glorious  morn 
was  that,  when  GUTTENBEBG,  in  his  smoky,  dusty 
shop,  said,  by  the  power  of  moveable  types, 

"  Let  there  be  light !  ' 

and  light  was.  Your  magnetic  telegraph,  your 
steam  engine,  your  cotton  gin,  were  all,  all,  once 
innovations,  and  yet  you  could  not— nay,  you 
would  not — do  without  them  now.  Think  not 
of  the  innovation,  but  of  the  immense  benefit  you 
will  confer  upon  the  children  under  your  care- 
they  are  innocent  and  helpless;  they  take  whal 


INTRODUCTION.  XIX 

you  give  them;  you  bring  them  mental  food,  as 
the  old  bird  feeds  her  young ;  they  ask  for  bread, 
will  you  give  them  a  stone?  You  have  a  more 
rapid  means  of  transit  from  place  to  place  than 
your  fathers  had,  and  you  rejoice  in  the  improve- 
ment; give  the  children,  under  your  fostering  care, 
a  means  of  fastening  thought  upon  paper  with  the 
rapidity  of  oratorical  speech,  and  they  will  reward, 
you,  with  overflowing  hearts  of  gratitude,  when, 
in  the  years  of  maturity,  they  shall  appreciate  the 
boon. 

To  the  editorial  fraternity,  we  appeal  with  confi- 
dence for  aid  in  this  great  work  of  mental  eleva- 
tion. Phonography  is  an  invention  second  to  none 
that  has  ever  blessed  and  gladdened  the  hearts  of 
men ;  aid  us,  then,  with  your  powerful  pens,  and 
with  your  influence.  If  so  be  that  you  never 
enjoy  its  advantages,  your  children  may ;  if  not 
your  children,  perhaps  the  orphan  boy,  and  the 
friendless,  may  be  benefited  by  it.  A  kind-hearted 
old  man  will  plant  fruit-trees,  although  he  knows 
that,  in  all  probability,  he  will  slumber  in  the 
silent  grave  ere  the  golden  fruit  shall  ripen  upon 
their  branches. 

All  may  not  have  the  time  to  peruse  the  pages 


XJC  INTRODUCTION. 

of  this  work.  To  enable  such  to  form  a  correct 
estimate  of  the  time  saved  by  phonographic  wri- 
ting, we  ask  you  to  look  carefully  at  the  following 
illustrations.  Take,  for  example,  the  word 


w 

and  you  are  required  to  make  twenty-four  move- 
ments of  the  hand  to  write  it  ;  and  yet  there  are 
but  two  sounds.  In  Phonography,  the  sound  rep- 
resented by  the  letters  ih  is  represented  by  a  line, 
thus  (  The  sound  represented  by  the  ough,  by  a 
heavy  dash,  thus  _  Now,  if  you  place  these  two 
characters  together,  you  write  the  word  by  two 
simple  movements  of  the  hand,  thus  (-  making 
a  saving  of  eleven-twelfths  of  the  mechanical 
labor. 

It  will  be  seen,  by  a  little  investigation,  that  the 
Phonographic  alphabet  is  composed  of  the  most 
simple  characters  that  can  be  formed  with  the  pen: 
the  dot,  dash,  straight  and  curved  line.  In  wri- 
ting, the  pen  naturally  glides  from  the  formation 
of  one  letter  to  that  of  another,  until  the  whole 
word  is  written,  and,  in  many  instances,  several 
words,  and  even  a  whole  sentence,  without  its 
being  lifted  from  the  paper 


INTRODUCTION.  XXI 

Take,  for  instance,  the  phrase, 

tncze    ivouuz    ??<V    nave    vecn, 

and,  in  writing  this  phrase  in  common  long-hand, 
you  must  make  one  hundred  and  forty-two  move- 
ments of  the  pen:  written  in  Phonography,  but 
seven,  thus  v.  Here  is  a  gain  of  one  hundred 
and  thirty-five  motions  of  the  hand.  To  the  Pho- 
nographer,  the  last  is  as  legible  as  the  first.  The 
abridgment  of  the  mechanical  labor  is  so  great, 
that  the  hand  keeps  pace  with  the  organs  of 
speech,  with  ease  and  pleasure  to  the  writer. 

In  this  introduction,  the  author  has  not  dwelt 
upon  the  beauty  and  philosophical  symmetry  of 
the  system — a  theme  full  of  interest  to  every  stu- 
dious mind — but  he  'ias  endeavored,  rather,  to 
place  Phonography  before  the  uninitiated,  in  its 
true  light,  convincing  all,  if  possible,  of  its  intrinsic 
worth,  and  thereby  securing  its  speedy  introduc- 
tion into  every  school,  academy,  and  college,  as  a 
necessary  branch  of  education. 


EXPLANATION  OF  TERMS. 

PHONOGRAPHY  is  the  art  of  writing  by  sound. 
The  term  is  derived  from  two  Greek  words:  phone, 
sound,  or  voice ;  and  graphein,  to  write,  to  write 
the  voice ;  or  to  write  the  sounds  of  the  voice  by 
using  characters,  eacli  one  of  which  represents  an 
elementary  sound. 

PHONOGRAPH,  a  written  letter  or  character  repre- 
senting a  sound  of  the  voice;  as,  e,  \  b. 

LOGOGRAM,  a  word-sign  or  phonograph  which, 
for  the  sake  of  brevity,  represents  a  whole  word; 
as,  /  for  advantage. 

PHONOTYPY,  printing  by  sound ;  by  using  an 
alphabet  containing  as  many  letters  as  there  are 
elementary  sounds  in  the  language. 

PHONETICS,  the  science  on  which  phonography 
and  phonotypy  are  based. 

"A  science  consists  of  general  principles  that  are 
to  be  known;  an  art.  of  particular  rules  for  some 
tiling  that  is  to  be  done." — Arclibishvp  Whateley. 


: 
W/ 
Y/L&~KsO- 

-7**z*^xHIC   ALPHAS 

' 

ET. 

VOWELS. 

LoBO. 

SHOAT                  DIPIITH  isoc. 

Ifert. 

•i  fate. 

'!  fit.           v;  might. 
•I  met.         Aj  toil. 

'  CaugJiey. 

>   StOiC. 

J  father 
"i  taught. 

.:  Cat.             /vi  plow. 
"!  fop            *;  Deity. 

TRIPTHONGS 

-!  though. 
J  food. 

-•  up.           <•;  clayey. 

_•  foot.       .  <:  a/i-i. 

wire 
wound. 

CONSONANTS. 

\  6ate. 
1    tide. 
1  day. 
/  cAesk. 

^v^/arm.                 r 
^j>»  v^  vice.                  "> 

(  iAem.                ^ 
)    sight.                 ^ 
)   zeal.                    / 

line. 
ray. 
?;iight. 
»iight. 
long. 
or  •  Aate. 

_  kite. 

j  shoQ.                  ^ 

wide. 

-go. 

j  pleasure.           r 

yes. 

AND 

Y   CONNECTED   WITH   A   1 

fOWEL. 

c  we. 

iPick.         "1  year. 

"':  

*  way. 

<  wed.           «;  yea,. 

-j  yet. 

c  wah 

c  wag.          J  yaA 

„•  yam. 

vwa\\. 

watch.       "j  yawn. 

"I  yon. 

>  wo. 

5  wonder.     «i  yoked. 

'!  yowng. 

«  woo. 

>  wood.         ,!yoM. 

**T          ' 

25 


LESSON    I. 

EACH  phonograph  or  letter  should  be  committed 
to  memory  as  the  representative  of  a  distinct  sound. 
It  should  not  be  associated  in  the  mind  with  the 
letters  of  the  old  alphabet,  but  should  be  so  fixed 
in  the  memory,  that  the  phonograph  will  bring  to 
mind  the  sound  that  it  represents,  and  the  sound 
will  suggest  the  phonograph.  To  accomplish  this,  it 
id  well  to  make  the  phonograph  repeatedly,  giving 
the  sound  it  represents  at  the  same  time.  If  there 
is  doubt  in  the  mind  as  to  the  correct  sound,  let  the 
student  pronounce  the  word  containing  the  sound, 
and  then  the  letter  or  letters  representing  the  same 
sound  that  the  phonograph  does,  and  he  will  have 
no  difficulty  in  giving  the  correct  sound. 

In  the  phonographic  alphabet,  it  \vill  be  seen  that 
the  letter  or  letters  representing  the  same  sound  that 
the  phonographic  character  does  are  in  Italics.  For 
instance :  in  the  word  now,  the  first  element  is  rep- 
resented by  the  phonograph-  ^,,  and  the  last  by  A  ; 
let  him  pronounce  the  whole  word,  and  then  drop 
the  first  element,  and  he  will  have  the  sound  repre- 
sented by  the  ow,  or  * 

2 


26 


PHONOGRAPHIC   TEACHER. 


The  vertical  and  inclined  phonographs  are  writ- 
ten downwards,  with  the  exception  of  f  when 
standing  alone,  which  is  made  from  the  line  of 
writing  upward;  the  horizontal  from  the  left  to  the 
right. 

The  first  place  is  at  the  point  of  beginning ;  the 
second  place  in  the  middle;  and  the  third  place  at 
the  end  or  termination  of  the  phonograph. 

TABLE  OF  VOWELS,  DIPHTE'»NGS,  AND  TRIPTHONGS, 


DOT-VOWELS. 

DASH-VOWELS. 

Long. 

Short. 

Long. 

Short. 

First  place. 

'  e 

I 

"  aw 

~  6 

Second  place. 

•  a 

•  e 

-  o 

-  uh 

Third  place. 

.ah 

.  a 

.  cc 

_  do 

First  place. 
Second  place. 
Third  place. 


DIPHTHONGS. 


TRIPTHO5GSL 

L  wi  n  wot 


ayey 
oiv 


-;oe 
<  ahi 


27 


LESSON    II. 

To  write  words  phonographically,  it  is  necessary 
first  to  ascertain  the  sound  heard  in  their  pronuncia- 
tion ;  this  can  be  done  very  readily,  by  pronouncing 
the  words  slowly. 

The  consonant -phonographs  are  written  first,  the 
pen  passing  from  the  formation  of  one  consonant  to 
that  of  another,  without  being  raised  from  the  paper 
until  the  consonant  outline  of  the  word  is  completed. 
The  vowels  are  inserted  afterwards,  but  must  not 
be  allowed  to  touch  the  consonants. 

If  the  vowel  precedes  the  perpendicular  or  inclined 
:onsonant,  it  is  placed  at  the  left,  thus :  "I  ,  .1  ;  if 
it  follows,  it  is  put  on  the  right,  thus :  I" ,  "\  If 
the  vowel  precedes  the  horizontal  consonant,  it  is 
placed  above  it,  thus:  ~,  _i_;  if  it  follows,  it  ia 
placed  below,  thus :  _  ,  y 

The  first-place  vowels  are  put  on  the  side  of  the 
consonant,  near  its  beginning,  thus:  1  ,  C ,  *"";  the 
second-place  vowels  at  the  middle,  thus :  -I ,  TN  ,  ^  • 
and  the  third-place  vowels  near  the  end,  thus:  .1 

The  dash-vowels  are  usually  written  at  right 
angles  with  the  consonants,  thus :  _ ,  v 


28  PHONOGRAPHIC    TEACHEK. 

The  diphthongs  and  tripthongs  occupy  the  same 
position  in  the  word  that  they  do  in  the  phonetic 
alphabet,  never  inclining  to  the  position  of  the  con- 
sonant ;  as,  \ ,  \ 

The  position  of  the  vowels  may  be  indicated  by 
a  dotted  line;  as,  -I;  or  the  nominal  consonant, 
thus :  f ,  \ ,  or  J_ ,  according  to  the  situation  of  the 
vowels  placed  to  it;  as,  '-f  Eali,  a  proper  name; 
•J.  JBj  for  >Edmund;  J  A,  for  Alfred;  et  cetera.  The 
stroke-vowels  may  be  written  thus:  7  0,  for  Oliver; 
S  -f  <^R_  H(enry)  U(mfreville)  Janson.  When 
joined  to  a  consonant,  this  nominal  stroke  may  be 
written  in  any  direction ;  as,  -^x"-  maoua. 

Horizontal  consonants  having  an  accented  vowel 
in  the  first  place  are  written  above  the  line,  thus: 
~,  *"  ;  but  if  the  accented  vowel  is  second  or  third 
place,  it  is  written  on  the  line,  thus :  _ ,  ^  Him 
and  any  are  exceptions ;  him  being  written  on  the 
line,  and  any  above,  thus:  •>-,, 

If  two  vowels  precede  a  consonant,  ike  first  vowel 
is  put  a  little  further  from  the  consonant  than  the 
other,  thus :  *-|-  ;  if  they  follow,  the  last  vowel  is 
put  a  little  further  from  the  consonant,  thus :  T- 

When  a  vowel  is  preceded  by  the  aspirate  A,  it  is 
written  thus :  "X  ,  or  -\  ;  w  may  be  aspirated 
by  a  tick,  th-Qs :  *V  awhile.  If  there  is  no  con- 
sonant in  the  word,  the  stroke-letter  is  used ;  as, 
%  Ohio.  He  is  written  by  a  light  and  heavy 
dot  above  the  line,  thus :  '* 


PHONOGRAPHIC    TEACHEE.  iJ 

The  period  is  indicated  by  a  small  cross,  thus :  *  ; 
the  note  of  exclamation,  by  I  ;  the  mark  of  inter- 
rogation, 5  ;  grief,  I  ;  laughter,  ?  ;  the  other  marks 
of  punctuation  are  the  same  as  in  ordinary  writing. 
The  exclamation,  «A,  is  written  by  a  large  dot  and  ex- 
clamation thus : .  i,and  e/i,  by  a  small  dot  thus  /.  «~>r 
•1  . 

An  emphatic  word  or  sentence  is  indicated  by  a 
waved  line  being  drawn  beneath  it,  thus :  J_ ;  a 
capital  letter  is  shown  by  two  parallel  dashes  being 
placed  directly  below  it,  thus:  *  . 

READING   EXERCISE. 

1,    /,   %  v,    •>„     r,  <,,  ^,  ^  ^,    r 

>     —  >     —  )     T ,     --x       -x   *         ( )        ) ,     -<X     «      V.  ,      I     "      (' 

X,    \,        I-,      .     -I,    .\      y,  -.,-!«     A 

/,   -I,  N,    /  *    -I,    /*     S,    Vx     .!,..!,  "|   * 

•^,   ^,  r,  c,  -\  ,   -\,  >\    i,  i,  i-,  (-, 

v:,  +  «     -),  -(  ,    4,  r,  *-,  *,  x,   x,  1,  X< 

«/,   L,    J,     J,    >,    Si    -S     ">;  %    "I,    "If    ^,    !V» 

^,  r,  r,  A  -x,  v  ^> . 


30  PHONOGRAPHIC  TEACHER. 


WRITING   EXERCISE. 

Me,  may,  mow,  nay,  no,  gnaw,  ache,  oak,  aim, 
own,  ray,  lay,  law,  lea,  she,  show,  age,  etch,  ape, 
ate,  odd,  hop,  hope,  hoop,  dough,  do,  though,  sow, 
sigh,  rye,  my,  shy,  ice,  eyes,  tie,  toy,  boy,  joy. 


31 


LESSON    III. 

WHEN"  several  consonant-phonographs  are  united, 
they  are  termed  the  consonant  outline  or  skeleton  of  a 
word.  The  first  inclined  consonant  should  rest  upon 
the  line  of  writing,  thus:  ~^\  cape,  \_  beak.  Hori- 
zontal consonants,  having  an  accented  vowel  in  the 
first  place,  are  written  above  the  line,  thus:  • — 
nick,  ^~  meek. 

All  first-place  vowels  are  put  to  ihefirsi  conso- 
nant, thus:    *~\  keep,  L  tick. 

All  second-place  long  vowels  are  put  to  the  first 
consonant;  as,    \_    bake, ,  game. 

All  second-place  short  vowels  are  put  to  the  sec- 
ond consonant;  as,  V^.  beg,  U  dumb. 

All  third-place  vowels  are  put  to  the  second  con- 
sonant; as,  v_'  book,  T7  catch. 

If  two  vowels  come  between  two  consonants,  they 
may  be  divided  between  the  consonants,  without 
regard  to  their  being  short  or  long  vowels ;  as,  \/ri 
palliate. 

A  straight-line  phonograph  is  repeated  by  making 

it  twice  the  length  of  a  single  phonograph ;  as,  ,. 

'    kick. 


32  PHONOGRAPHIC  TEACHER. 

Note.  —  Previous    lessons    should    always    be    thoroughly 
reviewed  at  eajh  recitation. 

READING  EXERCISE. 


f  -jt   L,  L-,  LJ,  s,  k, 


WRITING   EXERCISE. 

Shake,  peak,  bake,  bale,  cheek,  check,  chalk, 
peat,  pat,  pate,  pet,  foal,  feel,  fell,  fail,  fore,  fear, 
keep,  cape,  cope,  cap,  form,  cheaply,  took,  coop, 
chafe,  move,  make,  book,  bake. 

It  has  been  found  convenient,  in  practice,  to  give 
R  a  second  form  ;  which  is  struck  from  the  line  of 
writing  upward,  at  an  angle  of  thirty  degrees,  and 
may  be  called  the  up-stroke  R;  as,  A  roe,  ^  ray. 
It  can  readily  be  distinguished  from  /  cA,  which 
is  always  written  downwards,  at  an  angle  of  sixty 
degrees  ;  as,  IL  cheek,  /I  rich.  This  form  of  the  JR 


PHONOGRAPHIC   TEACHER.  33 

is  generally  used  at  the  end  of  a  word,  when  fol- 
lowed by  a  vowel ;  as,    —J  carry. 

READING   EXERCISE. 
<^,  ^,  \>,  /\,    V>  ,  M,  77,   .;?,   ^    £«,  r"-  rT"^ 


WRITING   EXERCISE. 


Fail,  folly,  liar,  bill,  meanly,  thumb,  alarm,  cash, 
shook,  gnash,  push,  shave,  ship,  shallow,  shed. 

Write,  lock,  diary,  ready,  robe,  derive,  poorly, 
harp,  form,  power1,  fire. 


2* 


LESSON    IV. 

THE  s  and  z  may  be  represented  by  a  small  cir- 
cle, thus:  o  s,  o  z;  the  circle  being  thickened  a 
little  on  one  side  for  2,  when  great  accuracy  is 
required.  This,  however,  in  practice  is  seldom 
done.  This  form  of  the  s  and  2  increases  both  the 
beauty  and  speed  of  the  writing.  The  circle  may 
be  joined  to  the  other  phonographs.  It  is  made 
upon  the  left  of  the  upward  ?•,  the  upper  side  of  &, 
and  on  the  right  side  of  <,  ch,  etc.,  as  exhibited  in 
9  ?/>  the  annexed  figure.  It  is  put  upon  the  con- 
*^  cave  side  of  the  curves,  as  will  be  seen  by 
the  following  simple  arrangement: 

\   sp,   \   sb,    f  st,   f  sd,   /*  sch,  /*  sj,   ._  sk, 
o_  sg,    t    sf,   ?.    sv,    C    sth,    C    sth,    J    ss,    °)   sz, 
}   ssh,   J   szh,    c   si,    ^  sr,  </    sr,  ^  sm,  <o  sn, 
«^  sng. 

The  circle  is  turned  in  the  most  convenient  way 
when  it  comes  between  two  straight  or  two  curved 
phonographs,  but  is  very  rarely  placed  upon  the 
back  of  the  curve,  thus:  J^_  task,  t.  chosen,  ^^ 
mason. 

If  the  sound  of  s  o1"  2  is  heard  twice  or  more  in 


PHONOGRAPHIC    TEACHER.  35 

a  word,  and  in  close  contact,  the  circle  is  made 
twice  its  usual  size,  thus:  ^  piece,  \D  pieces,  _o 
guess,  _£)  guesses. 

This  character  is  seldom  vocalized,  but  may  be  by 
putting  the  vowel  in  the  circle,  thus:  _^_/>  eaercise. 
A  large  circle  is  never  used  at  the  commencement 
of  a  phonograph. 

The  stroke-phonographs  are  vocalized  the  same 
as  if  the  circle  had  not  been  joined  to  them,  thus: 
T  seat.  The  circle  is  read  first,  then  the  vowel, 
and  lastly  the  consonant-phonograph.  But  if  the 
vowel  follows  the  circle,  the  two  consonants  may 
be  read  together ;  as,  ("•  stay,  f  sty,  £  slow,  s_,  snow. 

If  the  circle  terminates  a  word,  the  vowel  is  read 
between  the  stroke-consonant  and  the  circle,  thus: 
V,,  face,  —*  moose,  /-*  mouse. 

But  when  a  vowel  precedes  the  s  at  the  begin- 
ning of  a  word,  the  stroke-phonograph  should  be 
used,  thus:  .!_  ask,  "li_  Isaac.  When  the  vowel  fol- 
lows the  s  or  z,  the  stroke-phonograph  should  be 
used,  thus:  V  busy,  ^^  rosy. 

Words  which  have  no  other  consonant  in  them 
should  be  written  with  the  long  sign,  thus:    )*  sea, 
•)•  essay. 

READING   EXERCISE. 

f-,  T,  L  L,  r  r,  r ,  .r,  .r,  ^,  %  -^ 


36  PHONOGRAPHIC    TEACHER. 


WORD-SIGNS. 

Line.  On  the  Lint. 

the,  .  and,  an, 

all,  .   a, 

of,  *   two. 

or,  x   to, 

awe,  already,  •   but, 

ought,  •    oh, 

on,  ,   who, 

for,  „   should, 

give,  «   how, 

I,  »   aye  (yes), 

in,  I   it, 

that,  (   without, 

is,  o  as, 

his.  o  has. 

WRITING  EXERCISE. 


Expensive,  business,  discourse,  sell,  soil,  song, 
sun,  slay,  size,  eggs,  nose,  time,  toil,  rusty,  boots, 
passes,  supposes,  observes,  sorrows,  scissors,  life, 
says. 


PHONOGRAPHIC    TEACHER.  37 

Give  me  my  book.  Kiches  may  fill  an  empty 
head,  and  make  it  giddy;  but  we  all  know  that 
"money  makes  the  mare  go."  He  that  does  not 
look,  to  his  own  business,  may  come  to  poverty. 
The  poor  may  have  many  joys  that  the  rich  have 
not.  lie  who  has  no  business  is  seldom  happy. 


4.4955 


38 


LESSON    V 

THE  prefixes  com  and  con  are  expressed  by  a 
light  dot  at  the  commencement  of  a  word,  thus: 
'X>  compose,  \^  condemn. 

The  termination  ing  is  written  by  a  light  dot  at 
the  end  of  a  word,  thus:  \  being,  \.  doing.  A 
heavy  dot  may  be  placed  at  the  end  of  a  word  to 
express  ings,  thus:  "\  beings,  I.  doings.  It  is  some- 
times  better  to  use  the  long  sign,  thus:  ^  ings, 
f-^^^g  meanings. 

A  tick  may  be  joined  to  a  word-sign  to  express 
the,  thus  :  >  of  the,  >  all  the,  >  to  the,  etc. 

READING   EXERCISE. 

t  ,  t  ,  si.  <Vi  -r*  HI  •"*,  /,  u,  —  x,  t, 


"  t  y 


PHONOGRAPHIC  TSAJHER.  39 


WBI'-ING   EXERCISE. 

Compel,  common,  concede,  conceit,  convince, 
conceal,  changing,  causing,  aiming,  fishing,  hear- 
ing, common  sense,  laughing,  company,  commen- 
cing, compose,  being,  beings,  sitting,  guiding, 
committee,  diminishing,  seize,  confess,  copying, 
escaping. 

Common  sense  is  a  safe  guide  in  business.  Cus- 
tom, and  not  common  sense,  is  the  common  guide. 
The  epicure  lives  to  eat,  but  the  wise  man  eats  to 
live. 

The  w  represents  a  light  whispered  sound,  and 
is  very  seldom  heard  by  itself.  In  the  pronuncia- 
tion of  almost  every  word  in  the  language,  it  is 
heard  in  connection  with  a  vowel ;  hence,  the  two 
sounds  are  represented  by  a  small  semi-circle,  thus :  < 
The  same  rules  are  applied  to  this  character  that 
govern  the  rowel  arrangement.  The  learner  will  be 
very  much  assisted  in  committing  these  characters 
to  memory,  by  associating  them  with  the  vowels 
thus:  'I  e,  •;  a,  j  aA;  c  we,  <•  wa,  <  wall.  The 
semi-circle  never  inclines  to  harmonize  with  the 
long  phonograph,  but  should  always  be  placed  in 
its  proper  position,  thus:  c\  weep,  _>_  woke,  _<  wag, 
\  wave. 

The   above   observations  will   apply  to   the  y, 


40 


PHONOGRAPHIC    TEACHER. 


which  always  represents  a  whispered  sound,  and  is 
heard  in  connection  with  a  vowel,  and  is  governed 
by  the  same  rules  that  the  w  semi-circle  is,  thus: 
1  youth,  _a_  yoke. 

W   CONNECTS   WITH  A  VOWEL. 


Long.               Short. 

Long.             Short. 

First  place. 

we        * 

wi 

•> 

wau;      ' 

wo 

Second  place. 

wa         « 

we 

» 

wo 

wiih 

Third  place.       .c 

wah 

wd 

"j 

woo       ^ 

woo 

wi  nj  wow; 

Y   CONNECTED  WITH   A  VOWEL. 

First  place.         wj ye          "\yi  ~\ yaw      "j  yo 

Second  place.      «!  ya         -!  ye  «!  yo          -j  yz^/i 

Third  place.        J  yah       J  ya  J  yoo        J  yoo 


J, 


READING   EXERCISE. 


,    V,    V,    'I,    -x,     ^     - 


PHONOGRAPHIC    TEACHER. 


41 


WORD-SIGNS. 

we,  -  ye,  why, 

(  will,  v   yet,  \  be, 

->  would,  „  you,  ">  way, 

with,  f  your,  ..^  away, 

what,  g  yours,  "   beyond. 

c    were.  g  yourselves. 


WRITING   EXERCISE. 

"Wing,  weep,  wane,  worse,  walk,  woolly,  wap 
waggish,  woes,  wall,  switch,  square,  wash,  worth, 
always,  bewail,  weakness,  swop,  Sweep,  window. 
Young,  youth,  year,  yoke,  lawyer. 

He  that  goes  to  law  will  have  use  for  his  money. 
A  good  boy  will  get  his  lessons  well,  but  a  lazy  boy 
will  always  be  at  the  foot. 

Who  would  not  choose  to  reside  out  of  the  city, 
where  he  could  listen  to  the  enchanting  melody  of 
the  sweet  songsters  of  the  air  ? 

What  is  the  issue  of  war,  but  woe  and  misery  ? 
Beyond  all,  the  young  should  always  speak  openly 
and  without  reserve. 


LESSON    VI. 

• 
THE  word-signs  are  a  very  great  abreviation  in 

the  mechanical  labor  of  writing.  They  are  appro- 
priated to  words  of  the  most  frequent  occurrence, 
and  that  portion  of  the  word  is  selected  which  is 
the  most  suggestive ;  for  instance :  in  the  word 
what,  the  sound  '  is  the  most  promiment;  hence, 
the  semi-circle  5  is  chosen,  and  put  in  the  first 
place,  because  it  is  a  first-place  voweL  Words 
containing  a  second-place  or  third-place  vowel  are 
generally  placed  upon  the  line  of  writing. 

In  a  large  class  of  words  in  the  language,  p 
follows  7n.,  and  is  closely  joined  to  it  in  pronuncia- 
tion, and  it  has  been  found  convenient  to  represent 
the  sound  of  the  p  by  making  the  ^  phonograph 
heavy,  thus:  <^  empire. 

WORD-SIGNS 

\  up,  \  be, 

I   it,  I    do, 

/   which,  /  advantage, 

~  kingdom,  —  given, 


PHONOGRAPHIC   TEACHER.  43 

_  come,  —  together, 

v^  for,  V-   have, 

(  think,  (   them,  they, 

)  so,  )    was, 

j  shall,  J  usual-  Ij, 

^  are,  ..\.  away, 

^  may,  ^  improve-  ment, 

'~N  me,  ^  import-  ant,  ance, 

'  in,  "  thing, 

^  no.  ^  language. 

READING   EXERCISE. 

i   •  n  •>  ,  i  .v  ^  NJ  s  *  n  °   '  • 

T     v    04,  x      C    .    ^    /     -,-    _  x     V     .    r* 
\    ~1,    1    ^r*    r  I     I      I     7>~  x      -     (     o     . 

c  '—  ,  n  ^ 

WRITING  EXERCISE. 

The  wise  think  before  they  speak ;  the  unthink* 
ing  speak  before  they  think.  He  that  likes  a  warm 
•welcome  and  new  ideas,  will  not  seek  the  society 
of  fops.  To  will,  is  to  do.  All  agree  that  time  is 
money;  but  few  take  as  good  care  of  it  as  they 
would  of  money. 


44  PHONOGRAPHIC   TEACHER. 

The  -sound  represented  by  I  readily  blends  with 
the  sounds  represented  by  several  other  letters,  and 
the  two  sounds  are  uttered  by  one  impulse  of  the 
voice;  thus,  in  the  words  play,  plea,  blow,  glow,  etc., 
the  p,  b,  and  g,  are  spoken  with  the  I;  as,  pi,  bl,  gl. 

To  increase  the  facility  of  phonographic  writing, 
when  I  blends  with  other  letters,  it  is  represented 
by  a  hook,  thus:  x.  play,  c__  clay,  ^  glow.  This 
hook  may  be  placed  at  the  beginning  of  a  word, 

or  in  the  middle  of  it,  thus:  \  people,  v      power- 

si  •**  \ 

jut. 

The  following  diagrams  will  assist  the  student  in 
remembering  this  hook.  If  the  left  hand  be  held 
up,  with  the  first  finger  bent,  the  outline  of  the 
Miook  will  be  seen,  thus : 


chl 


The  Z-hook  is  made  on  the  same  side  of  the  long 
sign  as  the  s-circle,  and  on  the  inside  of  the  curves. 
The  long  phonograph  is  vocalized  the  same  as  if 
the  hook  had  not  been  joined  to  it.  The  Z-hook  is 
not  appended  to  m,  n,  I,  r,  ng,  w,  y,  or  h.  It  is 
joined  to  sh  only  when  struck  upward,  and  con- 
nected with  another  phonograph ;  as,  "^  official. 


PHONOGRAPHIC    TEACHER. 


THE    Z-HOOK. 

\    pi  \    bl 

f    tl  f    dl 

/    Chi  /jl 

^-  kl  _  gl 

V  f  1  ^  vl 

C    thl  f   thl 

J  shl  j  zhl 


READING    EXERCISE. 


WRITING  EXERCISE. 

Display  no  false  colors.  When  the  day  is  clear, 
the  flowers  will  bloom.  He  that  does  not  apply 
himself  closely  will  not  be  a  scholar.  All  should 
be  useful  in  society.  No  one  has  a  right  to  be 
idle;  if  we  are  idle,  we  shall  be  miserable.  A 
place  for  every  thing,  and  every  thing  in  its  right 
place,  is  a  good  rule. 


LESSON    VII  , 

THE  r  is  a  liquid,  and  readily  blends  with  other 
letters ;  for  this  reason,  it  is  represented  by  a  hook, 
turned  in  the  opposite  direction  from  the  Z-hook, 
thus:  1*  tree,  \  pray,  S^  brim.  This  liook  will  be 
easily  remembered  by  associating  it  with  the  fol- 
lowing diagrams.  By  holding  up  the  right  hand, 
and  crooking  the  fore-finger  to  the  left,  the  r-hook 
will  be  indicated. 


The  2,  «,  r,  mp,  I,  w,  A,  and  ng  are  never  writ- 
ten with  the  r-hook.  When  the  r-hook  is  append- 
ed to  m  and  n,  they  are  made  heavy,  thus :  ^~^> 
manner,  _r^  comer.  The  sh  and  zh  are  written 
with  the  r-hook  when  made  downward  only,  thus: 
y  wisher,  ^~3  measure.  It  is  inconvenient  to  place 
the  r-hook  upon  the  back  of  a  curve;  hence,  the 
phonographs  ^.  f,  {  v,  (  th,  (  TH,  are  reversed 


PHONOGRAPHIC   TEACHER.  47 

when  the  r-hook  is  added,  thus  :   ^  /r,  ^  m    }  thr, 
)  THR  ;  as  in  the  words  "^  clever,  '"""}  mover. 

When  the  vowel  g  occurs  between  the  p  and 
find  the  r,  and  the  word  is  written  with  the  r-hook, 
it  is  rarely  necessary  to  vocalize,  thus:  V^  person. 
There  is  no  difficulty  in  the  reading  of  these  words, 
although  the  phonograph  representing  the  sound 
e  is  not  inserted. 

The  r-hook  should  generally  be  expressed  in  the 
middle  of  a  word  when  it  follows  the  s-circle:  as, 
~"*X  express,  but  in  some  cases  it  may  be  included 
in  the  s-circle,  particularly  when  the  long  phono- 
graphs follow  each  other  in  a  straight  line,  thus: 
"i  prosper,  J*  destroy. 

There  is  a  class  of  words,  where  the  phonographs 
do  not  follow  each  other  in  a  straight  line,  in  which 
the  r-hook  may  be  included  in  the  s-circle  ;  as,  X 
tubscribe,  J*       describe. 

THE 


«\  pr  *\  br 

1   tr  1    dr 

/chr  Sp 

*-  kr  c-  gr 

^  fr  *>  vr 

)  thi  )  tfa 

J  shi  J  zki 

^s  mr  <^,  nr 


48  PHONOGRAPHIC   TEACHER. 


READING   EXERCISE. 


V_j.   ^_.   s    ^      T,   N    X    .    ^    .1, 


WRITING  EXERCISE. 

Criminal,  bridge,  trial,  wisher,  drum,  ditcher, 
pursue,  describe,  plumber,  sure,  thrive,  brother, 
eagerness,  mover,  clever,  converse,  neither,  dis- 
agree, crawl,  groom,  creep,  crime,  anger,  armor, 
whatsoever. 

He  that  would  succeed  in  any  business  should 
persevere,  and  not  waste  his  energies  on  too  many 
pursuits.  One  person  makes  all  things  aid  him  in 
effecting  and  finishing  whatever  he  may  commence, 
while  another  divides  his  labor  among  so  many 
trades  and  pursuits,  that  he  does  nothing  well  ;  the 
former  will  be  very  likely  to  succeed;  the  latter 


PHONOGRAPHIC    TEACHER.  49 

will  be  very  sure  to  fail.  It  is  quite  probable  that 
war  would  be  more  agreeable  to  some  persons,  if 
it  was  not  a  game  at  which  two  parties  may  play: 
tiger  hunting  is  very  exciting,  agreeable  and  good 
exercise,  so  long  as  we  hunt  the  tiger ;  but  it  is  far 
otherwise  when  the  tiger  takes  it  in  to  his  head  to 
bunt  us. 


f»0 


LESSON    VIII. 

THE  5-circle  is  joined  to  the  compound  phono- 
graphs \  II,  f  tl,  ^_  lc\  etc.,  by  making  it  inside 
the  hook,  thus:  f  sdl,  %,  sbl.  When  a  circle  is 
placed  inside  the  hook,  it  should  be  made  a  little 
smaller  than  usual,  and  it  is  not  important  that  it 
should  be  a  perfect  circle,  but  may  be  elongated  a 
little,  thus :  ^  svl,  e_  ski.  In  this  case  the  circle  is 
made  first,  and  therefore  should  be  read  first.  If 
a  vowel  precedes  the  s,  the  long  phonograph  must 
be  made,  thus:  A)  oysters,  .)"  aside.  If  a  vowel 

comes  after  the  s,  and  before  the^pZ,  it  is  placed  the 
same  as  if  no  circle  had  been  made  with  the  word, 
and  reads  between  the  s  and  the  compound  conso- 
nant, thus:  ^  supple,  T  sidle,  c^_  swivel,  *—  sickle. 

By  writing  the  circle  upon  the  r-hook  side,  it  is 
made  to  express  both  the  r^hook  and  the  s,  thus: 
N,  spray,  °\  spree,  ^^x  scrape.  If  a  vowel  follows 
the  5,  and  precedes  the  pr,  br,  etc.,  the  s  is  read 
first,  then  the  vowel,  and  lastly  the  other  conso- 
nants, as  before  directed,  thus:  %  supper,  *X  sober, 
•i^  sumrme,  "1  cider. 


PHONOGRAPHIC   TEACHER.  51 

This  contraction  cannot  take  place  with  the 
curves  ;  the  r-hook  must  be  written ;  as,  ^  sinner. 
Thew;-hook  is  distinguished  from  the /'hook,  when 
joined  with  the  n  and  m  phonographs,  by  their 
being  made  heavy  for  the  r-hook,  and  light  for  the 
w-\\ook.  Seepage  63. 


S  COMBINED  WITH   THE   L-HOOK. 
\  spl  \  sbl 

r  sti  r  sdi 

I*  schl  P  sjl 

e_  Ski  e_   Sgl 

^  sfl  {  svl 


S  COMBINED  WITH   THE   .B-HOOK. 

<\   spr  °\  sbr 

*}    sir  *)   sdr 

/  schr  /?  sjr 

r  skr  ^  sgr 

READING    EXERCISE. 

j>   ff        .-4  <UP         "",        X 
7     }    \ 

/           /  i       V_o  • 


52  PHONOGRAPHIC   TEACHER. 

c   *  r  .  M_  i  .  f  ~i      • 

.  <Y  ^  T-  v,  .  c  x  S  (-  X 

(^  v    -l   1^,  <•    ).    ' 

i  ^   ,  <^  I  ,     *  '^  ,  CTv-  r 

.1     .    U,,    >    ^    '      \    v_    7     * 

i  y     «-^         »    .f       •      «  \    /^ 
/i          «u*)l          t^Oo- 

1          *  'I        •>•     ^      ^       .       \        v       ' 

I 

r    \     K     , 


^ 


WORD-SIGNS. 

c\  principle,  al,  ^  remark, 

^.  full,  ^,  more, 

^'!  knowledge,  ^,  nor, 

1    truth.  J  pleasure, 

^  sure.  *)  their. 

V  acknowledge. 


PHONOGRAPHIC   TEACHER.  53 


WRITING   EXERCISE. 

Sidle,  swivel,  supple,  sickle,  sable;  sapper,  cider, 
sicker,  saber,  simmer;  consider,  construe  ;  strength, 
Saturday,  icicle,  streaming,  supremacy,  scratch. 

Rashness  is  the  error  of  youth,  timidity  of  age; 
manhood  is  the  isthmus  between  the  two  extremes; 
the  period  of  life  when  we  have  the  head  to  con- 
trive, and  the  firm  hand  to  execute. 

Always  look  at  those  whom  you  are  talking  to ; 
never  at  those  you  are  talking  of.  Misery  magni- 
fies danger,  as  a  fog  the  sun ;  we  fear  that  which 
we  cannot  see  clearly.  No  two  things  differ  more 
than  hurry  and  despatch ;  hurry  is  the  mark  of  a 
weak  mind,  despatch  of  a  strong  one.  The  weak 
man  in  office,  like  a  squirrel  in  a  cage,  is  laboring 
eternally,  but  to  no  purpose ;  he  is  always  stirring, 
but  does  not  get  on ;  he  is  in  everybody's  way,  and 
stops  nobody;  he  looks  into  everything,  but  sees 
into  nothing;  he  has  many  irons  in  the  fire,  but 
very  few  of  them  ever  get  hot ;  and  with  those  few 
that  do,  he  only  injures  himself. 


5-1 


LESSON   IX. 

WORD-SIGNS. 

Abate  the  Line                    ,  On  tht  Lint. 

the,  .    an,  and, 

'    all,  .   a, 

x   of,  %  two, 

1    or,  v   to, 

1    awe,  already,  i    but, 

'  ought,  «    oh,  before, 

on,  ,   who, 

^  from,  ,   should, 

~  give,  given,  .   how, 

v   I,  v   aye  (yes), 

~*  in,  I    it, 

*  that,  <   without, 
'is,  o   as, 

*  his.  o  has. 

"W  AXD  Y  SERIES  OF   WORD-SIGNS. 

*    we,                   e  were,                L   why, 

v  ye,                    L    while, 

,  would,             w  yet, 


PHONOGRAPHIC  TEACHER.                        55 

'   with,                 A   you,  ^   \vaj, 

3   what,                f  your,  '   beyond, 
C  yours.              6"  yourselves.      ..->,..  away. 

CONSONANT   WORD-SIGNS. 

\  up,  \  be, 

I   it,  I    do, 

/  which,  /  advantage, 

~  kingdom,  _  together, 

—  come,  V^  have, 

V.   for,  (   them, 

(    think,  )    was, 

)  so,  j  usual-  ly, 

J  shall,  ^  important,  ance, 

">  are,  ^.  improve-  ment, 

^  may,  ^  thing, 

^  me,  ^  language, 

^  no.  """^  anything. 

r  will.  "^  are. 

WORD-SIGNS   OF   THE   L   AND   .ff-HOOK   SERIES. 

\  principle,  al,  *\  re-  member, 

1   truth,  )  pleasure, 

}  sure,  °^   very, 

^  full,  )  there,  their, 

*~7        knowledge,  <rs  remark,  Mr. 

^v  more.  ^  nor,  near. 

."rr.  call,          ,_  care,  <—.  difficult-y. 


56  PHONOGRAPHIC    TEACHER. 


THE    JV-HOOK. 

The  w-hook  is  placed  at  the  termination  of  the 
straight  consonant-phonographs,  upon  the  side  oc- 
cupied by  the  r-hook,  thus:    %  bn,   \  pn,    __,  Ten; 
S  bean,   H  pain,  __,  cane ;  it  is  also  placed  on  the 
concave  or  inside  of  the  curves,  thus:  ^,  w?,  ^  mn, 
~^  rn;  as,  <^  vine,  ^  man,  X*  run.     The  annexed 
rn     figure  will   assist  the  memory.      The 
Jr\kn    5-circle  is  made  within  the  hook,  upon 

tftn  </ J    i  pn 

<»  the  concave  phonographs,  thus :  C»  vines, 

«,/  shines  The  final  rc-hook  may  be  turned  into  a 
circle,  on  straight  lines  for  ns,  as  /-  stone,  £-  stones. 
If  there  are  two  ss,  as  in  the  words  tenses,  expenses, 
the  double  circle  is  used,  thus;  J-  tenses,  "^  expenses. 
The  consonant-phonographs  are  vocalized  as  though 
the  w-hook  had  not  been  used.  The  third-place 
vowel  is  put  outside  of  the  hook,  thus:  (.  than.  If 
the  word  ends  with  simple  s,  the  circle  is  placed  on 
the  side  of  the  Miook,  thus:  ^>  piece,  _o  guess.  If 
a  vowel  follows  the  final  n,  the  long  phonograph 
must  be  used,  thus :  \_,  company. 

THE   JV-HOOK   WORD-SIGNS. 

\  upon,  \y  phonographer. 

_,  can,  ^  men, 

C  alone,  -*  man, 


I'flONOGRAPHIC   TEACHEK.  57 

v~'  opinion,  \  been, 

\»  phonography,  J    done, 

\r-  phonographic.  «/  general-ly. 

BEADING   EXERCISE. 

/  j         J*  ,       ^    |       X  ,       '""  ,       J->  ,         C    5       ^  }      HS  >        >»  1  »•   1 

t~*     /*  \-      \.     I      f    <~^     r     \ 

t    /•  »    s-$  ,      Jr        J  j     J*  ,     fr  ,         ,     J    ,      >  ,    —,  n 

^  ^  x,  r  <    /  ^  ->  ^\i,   .    (    / 

<   <•  *y*    .  •>  o  cr  ^  u  <    v 


WRITING  EXERCISE. 

Throne,  iron,  seven,  express,  expensive,  assign, 
sudden,  pain,  bone,  den,  dean,  mean,  glance,  dance, 
prance,  trance, 

The  man  who  knows  the  world,  will  not  only 
make  all  he  can  out  of  what  he  does  know,  but  of 
many  things  that  he  does  not  know  ;  and  will  gain 
more  by  his  adroit  way  of  hiding  his  ignorance, 
than  the  fop,  by  his  awkward  endeavor  to  show 
his  knowledge. 

He  that  would  be  a  ready  speaker,  should  write 
much.  He  that  writes  much  is  very  likely  to  be  a 

3* 


58  PHONOGRAPHIC   TEACHER. 

deep  thinker.     Perseverance  will  often  make  what 
the  world  looks  upon  as  genius. 

THE   SUN-HOOK. 

The  terminations,  clan,  sion,  tion,  arc  frequent  in 
the  English  language.  This  sound  is  represented 
by  a  hook,  called  the  s/m-hook,  and  made,  at  the 
end  of  the  straight  phonographs,  on  the  side  of  the 
Miook,  thus :  I  d-shn,  .1  addition ;  \  p-shn,  "v 
passion. 

The  final  s  and  z  may  be  written,  by  turning  the 
circle  inside  of  the  hook,  thus:  I  d-sAns,  .1  addi- 
tions; \a  p-s/ins,  \»  passions. 

The  sAn-hook,  when  joined  to  the  curves,  is  made 
twice  its  usual  size,  thus:  'o  f-shn,  \o-  fashion;  o 
n-s/m,  ^>  nation. 

The  s-circle  may  be  written  inside  the  sAn-hook, 
thus:  Vj>  visions. 

The  vowel  may  sometimes  be  written  inside  of 
the  sAn-hook ;  as,  -^  revolution. 


THE  SUN-ROOK. 

\»  pshn  \    bshn 

L    tshn  I    dshn 

_>   kshn  /  jshn 
Vo  fshn 


PHONOGRAPHIC   TEACHER.  59 

G    thslin  o   vshn 

t)    sshn  C    THslm 

c.'  shshn  <_)   zshn 

sz  msbn  <J   zhshn 

C    n  Islm  xj?  ngshn 

S   7)  rshn  ^o  nshn 


READINO-   EXERCISE. 
v  ?  ^      '  >     ^-r1  ;      ",  5      /'  »     ^  j       F.I 


-  1    * 

.     ^   ^    \    ^X    T.  ,    /      c 


,    w    C 

v        XI       J 


PHONOGRAPHIC    TEACHER. 


WRITING   EXERCISE. 

Confusion,  institution,  demonstration,  confisoa 
tion,  exclusion,  revolution,  donation,  concentration, 
evasion,  seclusion,  condition,  mission,  consternation, 
equivocation,  resurrection,  continuation,  construc- 
tion, resolution,  notions,  seditions,  apprehension, 
nation,  national,  preparation,  revelation,  assump- 
tion. 

The  wise  man,  while  in  health,  will  make  provi- 
sion for  his  declining  years,  when  care  and  toil  may 
have  drawn  heavily  upon  his  physical  and  mental 
powers. 


61 


LESSON    X. 

BY  making  some  of  the  consonant-phonographs 
half  their  usual  length,  a  t  or  d  is  implied ;  or,  in 
other  words,  by  making  them  half  as  long,  they 
mean  as  much  again.  This  is  one  of  the  most  beau- 
tiful contractions  in  the  whole  system.  The  sounds 
of  t  and  d  are  of  frequent  occurrence  in  the  English 
language,  and  often  united  with  a  preceding  conso- 
nant, with  or  without  the  intervention  of  a  vowel. 

A  light  half-lengthed  phonograph  generally  im 
plies  a  t,  and  a  heavy  one  a  d ;  but  this,  however, 
is  not  always  the  case ;  but  the  sounds  of  t  and  d 
are  so  nearly  alike,  that  no  difficulty  is  experienced 
in  determining  which  is  implied. 

When  to  the  sound  of  I,  r,  m,  and  n,  the  sound 

of  d  is  added,  the  half-leugthed  phonograph  is  made 

heavy,  thus :    Y  old,    *»   read,  ^  made,  ^  end ;  and 

of  t,  the  half-lengthed  character  is  light,  thus:  f  lei 

-^  art,   ^  met. 

A  phonograph  with  a  final  hook,  implying  a  d 
may  be  thickened  a  little,  thus:  3«  constaint,  3- 
constrained.  S  and  z  are  added  to  the  halved  phono- 
graphs by  the  circle,  in  the  same  manner  that  they 


62  PHONOGRAPHIC  TEACHER. 

are  to  the  full-lengthed,  thus:  '-  fit,  ^  jits;  % 
plant,  %  plants. 

A  halved  phonograph  occupies  but.  half  the  space 
of  a  full-lengthed  character,  and  is  generally  com- 
mence 1  at  the  same  point  where  a  full-lengthed 
character  commences,  except  in  some  instances, 
where  the  accented  vowel  is  second  or  third-place; 
as,  \>.  found.  If  the  accented  vowel  is  first-place, 
it  is  written  thus:  '  meeting,  V  street. 

The  half-lengthed  phonographs  are  vocalized  the 
same  as  the  full-lengthed,  but  as  the  t  or  d  only  is 
implied,  the  vowel  preceding  it  is  put  to  the  halved 
phonograph ;  if  it  follows,  it  is  put  to  the  second 
phonograph,  thus :  /~  little,  \y  bitter. 

The  half-lengthed  I  may  be  struck  up  or  down ;  if 
upward,  it  is  made  light;  as,  Vr  felt;  if  downward, 
heavy,  thus:  ^  field. 

The  up-stroke  r  is  halved  for  t;  as,  v  part;  the 
downward  r  is  much  better  when  the  d  is  implied, 
thus:  4*  cheered. 

When  a  vowel  follows  t  or  d  at  the  end  of  a 
word,  the  full-lengthed  character  should  be  used ;  as 
_/  guilt,  -SI  guilty ;  and  when  a  third-place  vowel 
follows,  it  is  better  to  use  the  full-lengthed  character, 
thus:  V,  spatter,  and  not  v 

If  the  halved  phonograph  does  not  make  a  dis- 
tinct angle  with  the  full  phonograph  to  which  it  ia 
united,  it  cannot  be  used. 


PHONOGRAPHIC    TEACHER.  G3 

A  hook  on  the  circle  side  of  I,  m,  n,  and  up- 
stroke r,  at  the  beginning  expresses  w  (when  thick- 
ened, 10  A),  as  .C  weal  ;  .C  wheel  ;  ^-'  wine  ; 
J/  wear.  This  hook  is  read  immediately  before 
the  vowel  preceding  the  stroke.  Instead  of  thicken- 
ing the  hook  for  aspiration,  a  dot  h  may  be  placed 
before  the  vowel,  as  v~"1  whim  ;  ^  when.  An  ts 
may  precede  it  when  attached  to  r,  as  ^  swear. 

If  three  long  charcters  follow  each  other,  as  dated, 
treated,  it  is  better  to  divide  the  word,  thus  :  If.  dated, 
1r*  treated.  If  the  word  runs  too  far  below  the  line 
of  writing,  it  may  also  be  divided  in  the  same  man- 
ner; as  JL  attitude. 

READING   EXERCISE. 


r    r 


c  -^ 

N^  ,    V. 
\     T 


64  PHONOGRAPHIC   TEACHER. 


WRITING    EXERCISE. 

Beautiful,  dispute,  fight,  soft,  saved,  wished,  fit, 
feet,  wisdom,  friend,  sent,  send  consumed,  need, 
hand,  sand,  noble,  enobled,  troubled,  flight,  con- 
sidered, discovered,  patient,  pained. 

Hesitation  is  a  sign  of  weakness ;  for  inasmuch 
as  the  comparative  good  and  evil  of  the  different 
modes  of  action  about  which  we  hesitate  are  seldom 
of  equal  weight,  the  strong  mind  should  perceive 
any  slight  inclination  of  the  beam  with  the  glance 
of  the  eagle,  as  there  are  cases  where  the  prepon- 
derance will  be  very  minute,  even  although  there 
sb?ukl  be  life  in  one  scale,  and  death  in  the  other. 

HALF-LENGTH   WORD-SIGNS. 

^x    opportunity,  j   gentlemen,  an-  ly, 

.^...  particular-  ly,  "  God, 

»  object,  _  good, 

.V.  spirit  ^   great, 

r   told,  (    that, 

1   toward,  <   without, 

v.   after,  •>    word, 

3   short,  "  immediate-  ly, 

according-  ly,  w  under, 

"  cannot,  )   establish-  ed,  ment, 

„  account,  ^    lord, 

'  \  represent-  ed.  '   not. 


PHONOGRAPHIC    TEACHER. 


WRITING   EXERCISE. 

He  that  lessens  the  road  to  knowledge  lengthens 
life;  and  we  are  all  of  us  more  indebted  than  we 
believe  we  are,  to  that  class  of  writers  whom  John- 
son termed  the  pioneers  of  letters,  doomed  to  clear 
away  the  rubbish  for  those  heroes  who  press  on  to 
honor  and  victory,  without  deigning  to  bestow  a 
single  smile  on  the  humble  drudge  that  facilitates 
their  progress. 

Liberty  will  not  descend  to  a  people,  but  a  peo- 
ple can  raise  itself  to  liberty;  it  is  a  blessing  that 
must  be  earned  before  it  can  be  enjoyed.  That 
nation  cannot  be  free,  where  parties  are  but  differ- 
ent roads,  leading  to  one  common  end — plunder! 
That  nation  cannot  be  free,  where  the  rulers  will 
not  feel  for  the  people  until  they  are  obliged  to 
fall  with  the  people ;  and  then  it  is  too  late.  That 
nation  cannot  be  free,  that  is  bought  by  its  own 
consent,  and  sold  against  it ;  where  the  rogue  that 
is  in  rags  is  kept  in  countenance  by  the  rogue  that 
is  in  ruffles;  and  where,  from  high  to  low,  from 
the  lord  to  the  lacquey,  there  is  nothing  rational 
but  corruption,  and  nothing  contemptible  but  pov- 
erty ;  when  both  patriot  and  policeman,  perceiving 
that  money  can  do  anything,  are  prepared  to  do 
anything  for  money.  That  nation  cannot  be  free, 
where  religion  is,  with  the  higher  orders,  a  matter  of 


66  PHONOGRAPH  .C   TEACHER. 

/ 

indifference;  with  the  middle,  of  no  consequence ; 
and  with  the  lower,  fanaticism.  That  nation  can- 
not be  free,  where  the  leprosy  of  selfishness  sticks 
to  it  as  close  as  the  curse  of  Elisha  to  his  servant 
Gehazi ;  where  rulers  ask  not  what  gives  credit  to 
a  man,  but  who;  and  where  those  who  want  a  rogue, 
have  no  occcsion  to  make,  but  to  choose.  I  hope 
there  is  no  nation  like  this  on  earth ;  but  if  there 
were,  these  are  the  things  that,  however  great  she 
may  be,  would  keep  such  a  nation  from  liberty, 
and  liberty  from  her.  These  are  the  things  that 
force  themselves  upon  such  a  nation ;  first,  a  loss 
of  expedients;  second,  difficulties;  and  lastly,  of 
danger.  Such  a  nation  could  begin  to  feel  only  by 
fearing  all  that  she  deserved,  and  finish  by  suffering 
all  that  she  feared. 


(57 


LESSON   XI. 

THE  st,  sdj  and  zrf,  are  represemed  by  elongating 
the  s-circle  a  little,  and  making  it  a  loop,  thus :  r° 
less,  C  least.  This  loop  is  usually  made  about  half 
the  length  of  the  long  phonographs ;  but  it  may  be 
joined  to  the  half-lengthed  characters,  and,  in  that 
case,  should  be  made  proportionably  short,  thus: 
,_  great,  ^  greatest.  The  loop  is  generally  made  a 
little  shorter  when  joined  to  the  curves,  than  when 
joined  to  the  straight  phonographs. 

It  may  be  placed  at  the  commencement  of  a  woid, 
thus :  ,f~  steel,  •?  state,  *cr~N  steam ;  and,  when  so 
placed,  is  read  first. 

By  making  the  loop  a  little  longer,  the  r  also  is 
expressed,  thus:  V^  fast,  V>  faster.  When  placed 
at  the  beginning  of  a  word,  and  on  the  r-hook  side 
of  the  phonograph,  it  includes  the  r,  thus :  ^  sto- 
ke? .  When  written  on  the  w-hook  side,  it  expresses 
n,  thus :  _^  canst,  _^  against ;  if  the  loop  is  elonga- 
ted a  little,  it  implies  the  r,  thus :  \  punster. 

The  s  is  added  to  the  st  and  str-]oops,  by  contin- 
uing the  stroke  to  the  other  side  of  the  phonograph, 
thus :  'v  feasts,  ^  crusts,  \  punsters. 


68  PHONOGRAPHIC   TEACHEK. 

The  sMoop  may  be  placed  in  the  middle  of  a 
word,  thus:  \^~  distinct. 

The  tion,  sion,  or  s/m-hook,  may  be  expressed  by 
continuing  the  s-circle  to  the  other  side  of  the  pho- 
nograph, thus:  ^  position,  \t  persuasion.  This 
s/m-hook  can  be  vocalized  for  the  first-place  vowel, 
by  writing  the  vowel  before  the  hook,  thus:  <C 
decision ;  and  after  it,  for  a  second-place  vowel ;  as, 
^.  conversation;  but  cannot  be  vocalized  for  a  third- 
place  vowel. 

The  circle  may  be  placed  inside  the  hook,  to  ex- 
press the  plural,  thus :  '~v».  conversations,  ^  physi- 
cians. 

When  the  s-circle  is  turned  upon  the  n-hook  side 
of  the  phonograph,  it  expresses  n,  thus :  'V  com- 
pensation, 3,  transition. 

The  prefix  in,  may  be  expressed  before  the  com- 
pound phonographs  spr,  skr,  str,  by  a  small  hook 
on  the  side  of  the  s-circle,  and  a  circle  upon  the 
r-hook  side  of  the  phonograph,  thus :  'H  inspira- 
tion, ^~\  inscription,  ti>  instruction. 

The  diphthongs  ';  ,  <!  ,  j  ,  occur  but  seldom 
in  the  language,  but  when  it  is  necessary  to  use 
them,  they  are  written  thus :  T  Deity,  .__  clayey,  (L 
Stoic. 

The  w  stroke  may  be  aspirated  by  a  tick  (as  ex- 
plained on  page  28),  or  by  placing  a  dot-aspirate 
before  the  following  vowel. 

The  I,  when  standing  alone,  or  connected  with 


PHONOGRAPHIC    TEACHER.  69 

the  s-circle,  should  always  be  struck  upward,  thus  • 
fC  swell,  f  sleigh,  ,C  soil. 

The  sh,  when  connected  with  other  consonant- 
phonographs,  may  be  made  either  up  or  down; 
but  when  standing  alone,  or  when  connected  with 
the  s-circle,  it  should  be  made  downward,  thus  :  J 
shoes,  ^  shows. 

The  s-circle  may  be  joined  to  h,  thus:  /,  as,  ^ 
tSoho,  ^-^  /Sahara. 

Making  a  curve-stroke  double  length  indicates 
the  addition  of  thr,  as  .^^  mother  ;  f-~  leather; 
~^\  loeather  ;  ~~>  whether;  ~\  rather;  ^  '  in 
their;  "~rv  another;  \^._  father. 

When  it  is  required  10  express  a  vowel  between 
two  phonographs,  a  small  circle  may  be  used  for 
the  dot-vowels,  thus:  «,!_  dark]  making  the  circle 
a  little  larger  for  the  full  vowels.  For  the  short 
vowels,  thus:  ^  bell,  "^-.  envelop. 

The  dash-vowels  may  be  written  at  the  end  of 
the  phonographs,  or  struck  through  them,  thus: 
^D  course,  ,„_,  scorn  ;  in  the  latter  word,  the  s  is  read 
first,  and  the  vowel  between  the  k  and  r. 

The  semi-circles  for  w  and  y  follow  the  same  rule; 
as,  "~V  quality,  'v^*  figuration,  ^-.^~  calculation. 

The  nominal  consonant  is  used  simply  to  indi- 
cate the  position  of  the  vowels,  when  several  of 
them  occur  in  a  word,  without  the  intervention  of 
*•  consonant;  as,  Ma*'ua.  Here  it  is  necessary  to 


70  PHONOGRAPHIC    TEACHER. 

mark  the  position  of  the  vowels,  otherwise  we 
could  never  pronounce  the  word.  This  character 
may  be  either  a  dotted  line,  thus:  I  or,  a  straight 
line,  with  a  dash  struck  through  it,  thus:  t>  4" >  1» 
*-f;  Eah,  a  proper  name.  The  nominal  consonant 
may  be  written  with  other  phonographs,  thus  : 
,-j^-  Maoua. 

By  the  aid  of  the  nominal  consonant,  the  sound 
of  the  first  letter  in  a  proper  name  may  be  indi- 
cated, thus:  j.  E,  for  Edmund;  ^  A,  for  Alfred. 
The  dash- vowels  may  be  written  thus:  J  0,  for 
Oliver;  s  -f-  <^»_,,  H(enry)  U(mphreyville)  Janson. 
When  joined  to  a  consonant,  this  nominal  stroke 
may  be  written  in  any  direction. 

READING  EXERCISE. 


?      <  —  ^-  »    ^e.  i    *  i    j  i    JP 


,     j.  k  -if    ft    V    *^f    ^t 


PHONOGRAPHIC  TEACHER.  71 


r    T,    •        r 


^    ^     C-     .    >     „     -;     ,,^\    V     - 

•         ^  o          xv  U  .  ( 

X/7         "^  'At 


\ 


\      .      >     ^,     .     V    - 


i       .  IL     f       * 

,          .    ,         J  tf*s       U-»        \ 


72  PHONOGRAPHIC  TEACHER. 


WRITING  EXERCISE. 

Style,  disgraced,  distribution,  blazed,  blessed, 
pest,  nest,  rest,  west,  clause,  past,  mast,  advanced, 
manifest. 

Accusation,  imposition,  physician,  pronunciation, 
illustration,  position,  inscription,  instruct,  instruc- 
tion, superstition,  persuasion. 

Habits. — The  whole  character  may  be  said  to  be 
comprehended  in  the  term  habits ;  so  that  it  is  not 
so  far  from  being  true,  that  "Man  is  a  bundle  of 
habits."  Suppose  you  were  compelled  to  wear  an 
iron  collar  about  your  neck  through  life,  a  chain 
upon  your  ankle;  would  it  not  be  a  burden,  every 
day  and  hour  of  your  existence  ?  You  rise  in  the 
morning,  a  prisoner  to  your  chain ;  you  lie  down 
at  night,  weary  with  your  burden ;  and  you  groan 
tbe  more  deeply,  as  you  reflect  that  there  is  no 
shaking  it  off.  But  even  these  would  be  no  more 
intolerable  to  bear  than  many  of  the  habits  of 
men,  nor  would  they  be  more  difficult  to  be  sha- 
ken off. 

Habits  are  easily  formed,  especially  such  as  are 
bid;  and  what  seems-to  be  a  small  affair,  will  soon 
Income  fixed,  and  hold  you  with  the  strength  of  a 
cable.  That  same  cable,  you  will  recollect,  is  made 
l>y  spinning  and  twisting  one  thread  at  a  time;  but, 
when  once  completed,  the  proudest  ship  turns  her 


PHONOGRAPHIC  TEACHER.  J.'i 

head  towards  it,  and  acknowledges  her  subjection 
to  its  power.  Habits  of  some  kind  will  be  formed 
by  every  student.  He  will  have  a  particular  course 
in  which  his  time,  his  employment,  his  thoughts, 
and  his  feelings,  will  run.  Good  or  bad,  these  habits 
soon  become  a  part  of  himself,  and  a  kind  of  second 
nature.  Who  does  not  know  that  the  old  man,  wno 
has  occupied  a  particular  corner  of  the  old  fire-place 
in  the  old  house  for  sixty  years,  may  be  rendered 
wretched  by  a  change  ?  Who  has  not  read  of  the 
release  of  the  aged  prisoner  of  the  Bastile,  who  en- 
treated that  he  might  again  return  to  his  gloomy 
dungeon,  because  his  habits  there  formed  were  so 
strong,  that  his  nature  threatened  to  sink  under  the 
attempt  to  break  them  up.  You  will  probably 
find  no  man  of  forty,  who  has  not  habits  which  he 
laments,  which  mar  his  usefulness,  but  which  are 
so  interwoven  with  his  very  being,  that  he  cannot 
break  through  them.  At  least,  he  has  not  courage 
to  try. 

I  am  expecting  you  will  form  habits.  Indeed,  I 
wish  you  to  do  so.  He  must  be  a  poor  character, 
indeed,  who  lives  so  extempore  as  not  to  have 
iiabits  of  his  own.  But  what  I  wish  is,  that  you 
form  those  habits  which  are  correct,  and  such  as 
will  every  day  and  hour  add  to  your  happiness  and 
usefulness.  If  a  man  were  to  be  told  that  he  must 
use  the  axe  which  he  now  selects  through  life,  would 
he  not  be  careful  in  selecting  one  of  the  right  pro- 

4 


74  PHONOGRAPHIC   TEACHER. 

portions  and  temper?  If  told  thut  he  must  use  the 
same  clothing  through  life,  would  he  not  be  anxious 
as  to  the  quality  and  kind?  But  these,  in  the  cases 
supposed,  would  be  of  no  more  importance  than  is 
the  selection  of  habits,  in  which  the  soul  shall  act. 
You  might  as  well  place  a  body  in  a  straight  jacket, 
and  expect  it  fo  perform,  with  ease,  and  comfort, 
and  promptness,  the  various  duties  of  the  body,  as 
to  throw  the  soul  into  the  habits  of  some  men,  and 
then  expect  it  will  accomplish  anything  great  or 
good. 

Do  not  fear  to  undertake  to  form  any  habit  which 
is  desirable ;  for  it  can  be  formed,  and  with  more 
ease  than  you  may  at  first  suppose.  Let  the  same 
thing,  or  the  same  duty,  return  at  the  same  time  every 
day,  and  it  will  soon  become  pleasant.  No  matter 
if  it  be  irksome  at  first ;  but  how  irksome  soever  it 
be,  only  let  it  return  periodically  every  day,  and 
that  without  interruption  for  a  time,  and  it  will 
become  a  positive  pleasure.  In  this  way,  all  our 
habits  are  formed.  The  student,  who  can  with  ease 
now  sit  down  and  hold  his  mind  down  to  his  studies 
nine  or  ten  hours  a  day,  would  find  the  laborer,  01 
the  man  accustomed  to  active  habits,  sinking  undei 
it,  should  he  attempt  to  do  the  same  thing.  I  have 
seen  a  man  sit  down  at  a  table  spread  with  luxuries, 
and  eat  his  sailor's  biscuit  with  relish,  and  without 
a  desire  for  any  other  food.  His  health  had  com- 
pelled him  thus  to  live,  till  it  had  become  a  pleasant 


PHONOGRAPHIC  TEACHER.  75 

habit  of  diet.  Previous  to  this,  however,  he  had 
been  rather  noted  for  being  an  epicure. 

"I  once,"  says  an  excellent  man,  "attended  a 
prisoner  of  some  distinction,  in  one  of  the  prisons 
of  the  metropolis,  ill  of  typhus  fever,  whose  apart- 
ments were  gloomy  in  the  extreme,  and  surrounded 
with  horrors ;  yet  this  prisoner  assured  me  after- 
wards, that,  upon  his  release,  he"  quitted  them  with 
a  degree  of  reluctance!  Custom  had  reconciled 
him  to  the  twilight  admitted  through  the  thick- 
barred  grate ;  to  the  filthy  spots  and  patches  of  his 
plastered  walls ;  to  the  hardness  of  his  bed ;  and 
even  to  confinement." 

I  will  now  specify  habits  which,  in  my  view,  are 
very  desirable  to  the  student. 

Rules  for  the  Formation  of  Habits. 

1.  Have  a  plan  laid  beforehand,  for  every  day. 

2.  Acquire  a  habit  of  untiring  industry. 

3.  Cultivate  perseverance. 

4.  Cultivate  a  habit  of  punctuality. 

5.  Be  an  early  riser. 

6.  Be  in  the  habit  of  learning  something  from  every 
man  with  whom  you  meet. 

7.  Form  fixed  principles  on  which  to  think  and 
act. 

8.  B'e  simple  and  neat  in  your  personal  habits. 

9.  Acquire  the  habit  of  doing  every  thing  well. 


76  PHONOGRAPHIC    TEACHER. 

10.  Make  constant  efforts  to  be  master  of  your  tem- 
per. 

11.  Cultivate  soundness  of  judgment. 

12.  Observe  a  proper  treatment  of  parents,  friends, 
and  companions. 

[Todd's  /Student's  Manual 


77 


LESSON    XII. 

PREFIXES. 

A  PHONOGRAPH  may  be  written,  as  a  prefix, 
near  to  the  following  part  of  a  word,  but  must  not 
be  united  with  it ;  as, 

I  for  discon,  discom;  |j    discontent,  \\  discompose, 
IL,  discontinue. 

o  for  circum;  as,  f  circumstance,  °^N  circum- 
scribe. 

.  for  com,  con,'  as,  U^  contemn,  \>  compose,  <r< 
consume. 

A  heavy  dot  may  be  written  for  accom,  thus :  \ 
accomplish. 

--  for  incom,  incon,  written  above  the  line,  thus: 
V  incomplete,  T  inconstant. 

^  for  intro,  inter,  placed  in  any  position  near  the 
following  letter,  thus :  ~L  introduce,  ^^  intervene. 

^  for  magni,  magna,  placed  above  the  other  part 
of  the  word,  thus :  <^k>  magnificent,  ^"r~'|'  magna- 
nimity. 

/  for  recon,  recog  ;  as,  /*>  recommend,  ^»  recog- 
nise. 


78  PHONOGRAPHIC    TEACHER. 

^   for  irrccon ;  as,  "V  irreconcikd. 

o  for  tidf;  as,   °)  selfish,  °J     self-destruction.     This 

prefix  should  be  written  larger  than  the  vowel- 
circle. 

_  for  uncom,  i.ncon ;  as,  *~<^  uncommon,  -^^  un- 
tonfined.  This  prefix  is  written  on  the  line. 

The  half-lengthed  ra,  with  an  w-hook,  may  be 
disconnected  from  the  other  phonographs  in  a 
word,  thus :  '~f\  government,  £,  contentment. 

A  word-sign  may  be  used  as  a  prefix,  thus:  ^  for 
under,  ~L,  undertaken ;  /  for  advantage,  /-)  advan- 
tageous. 

AFFIXES. 

The  affixes  are  written  separately,  but  near  the 
preceding  part  of  the  word;  as,  f  for  ly  ;  V"  openly, 
..Vo^  heavenly. 

o  for  self,  thus :  (»'  thyself;  o  selves,  (o  them- 
selves. 

A  \  may  be  placed  after  a  word,  to  represent 
lility  ;  as,  /T  legibility. 

Enter  and  inter,  prefixes  or  suffixes  which  are 
similar  in  sound  to  one  of  the  foregoing,  may  be 
represented  by  the  sign  already  furnished,  thus : 
^  may  represent  enter,  as  well  as  inter;  ^^  may 
represent  incum,  as  well  as  incom,  incon ;  as,  -J* 
entertain,  >^'0  enterprise^  "v  incumbent. 


PHONOGRAPHIC   TEACHER. 


79 


A  word-sign  may  be  used  as  an  affix,  thus :  *V 
hereafter,  Q  therefore;  or  united,  thus:  )  there- 
fore. 

A  word-sign  may  sometimes  be  joined  in  the 
word,  thus:  "f  understand,  ^  understood. 

The  hyphen  is  indicated  in  a  compound  word, 
by  two  parallel  ticks,  thus:  1^  two-fold. 

The  following  words  and  phrases  arc  abreviated, 
thus :  ^  nevertheless,  4-  notwithstanding,  -  ,  now, 
•^  new,  knew,  *}-  corresponding  society,  /V^  report- 
ing society. 

A  word-sign  may  be  made  plural,  by  adding  the 
eir  )le,  thus :  ^  thing,  ^  things. 

A  consonant  stroke  disjoined  from  the  preced- 
ing portion  of  the  word  expresses  the  addition  of 
I  ty  or  r-ty  (with  any  vowel  preceding  or  following 
the  I  or  r}.  For  and  m  disjoined  are  written  for 
formality;  dis  and  p  disjoined,  for  disparity  / 
princ  and  p  disjoined,  for  principality  •  instru 
and  ment  disjoined,  for  instrumentality.  Ment  is 
also  used  for  mental  as  in  fundamental. 

A  circle  may  be  used  as  an  affix  for  soever,  as 
after  where  for  wheresoever;  after  who  for  whoso- 
ever. It  is  not  liable  to  be  confounded  with  self. 

In  a  tew  such  words  as  postpone,  postpaid,  rest- 
less, honestly,  mostly,  where  t  occurs  between  s  and 
another  consonant,  t  may  be  omitted  without  im 
pairing  legibility. 


WORD-SIGNS 

OF   THE   CORRESPONDING  STYLE  OF   PHONOGRAPHY. 
Words  marked  with  a  (*)  are  written  alovt  thf  line. 


LIST  No.  1.  —  FOR  LEARNBRS. 

.  A 

1  it                .1 

«    we* 

x  all* 

v_/  not* 

C  well 

•  and 

\  of  * 

«  were 

~Vre 

I    oh 

,   what  * 

o  as 
\be 

1  but 

'  on* 
i  or* 

<^y  when  * 
/  which 

,  who 

—  =can 

J  shall 

f  will 

~>  cannot  * 
V__  for 

/  should 
(  that* 
.    the* 

e    with  * 
(  without 

°^  from 

-^  word 

-  God» 

—   good 

x_/  thing  * 

a  would 

.     1)avQ 

(  think 

w    \r  P  ^ 

^* 

x  tO 

n  }"ou 

V      I* 

\  upon 

f  your 

o  is  * 

)   was 

(~  yours 

£7 

WORD-SIGNS  IN    CORRESPONDENCE. 


81 


LIST  No.  2.— FOR  GENERAL  USE. 


e-  According* 

(/  gentleman 

/  ought  * 

—  account 

</  gentlemen* 

^  particular* 

/  advantage 

—  give-n* 

\cj  Phonograph^ 

^-  after 

e-  great 

-3  pleasure 

~-=>  again 
I    alone 

A  how 

%  princip^ 
-  quite  * 

1  already* 

*  immediate* 

^remark* 

•  an 

'^  importancle  * 

«\  remember 

N>  been 

^^  improve-ment 

2  short* 

"  beyond  * 

—  kingdom* 

G_call* 

v_/  language 

J      SO 

*-  called  * 

-x  Lord  * 

e\  spirit  * 

c  —  care 

\  member 

\  subject 

—  come 

^  might  * 

<l  subjection 

—  could 

^more 

J)sure 

]  dear 

^Mr.* 

r  *iu 

c_  difficult-y 

/^my* 

(   them 

|  do 

^  nature 

(^   then 

J  done 

^no 

C  this 

)  establish 

^xnor* 

(    thought  * 

^  every 

X  object  (ob) 

<)  three 

#  first 

\j  objection 

—together 

^full 

^j?  opinion  * 

P    told 

y  general 

*s  opportunity 

1  towar^     -y  " 

82 


WORD-SIGNS   IN    CORRESPONDENCE. 


1   truth 

J  usual 

i-  while 

*»  two 

"\  way 

L  why* 

w  under 

^  went  * 

e/  world 

\up 

(/  where 

«  yet 

LIST  No.  3.—  FOR  RULED  PAPER. 

•-ftr~  Allow 

^S    he" 

I...  see 

...  .[....  at 

..\>L..  however 

""•{—  than 

.r>v.   away 

V_    if 

../  thank 

i 

\  by 

^»—       i  i- 

^     thee 

-t-  itself 

differen.1 

-~  -  -  —                                CC 

--/--  large 

_  (o__  these 

1     Doctor 

•—/—  much 

—  (-~  those 

1     down 

.!S^_.  number 

...  (--  though 

,j     u-own 

—\-  during 

-•  J-  other 

—J--  through 

X    each 

.r^y-  our 

time 

^     either 

\...   r>nrc( 

...Y~.  US 

v^    ever 

~7^--  ourselves 

-  y      use  (verb) 

.-L—  few 

own 

r  ..  value 

..  L..  had 

^   perfect 

....  happy 

„%..  practic  • 

C    will  (noun) 

,1 

1ST  No.  4.  —  OCCASIONAL. 

-^  Any* 

/^N  may 

^      read  * 

->     heard 

'"^  me  * 

.  /  .    thus 

her 

s-*     mind  * 

„  N  use  (noun) 

\r\^A  * 

..out 

*~X          TTOT»TT 

ll- 


83 
LIST  OF  CONTRACTIONS 

OP  THE  CORRESPONDING   STYLE  OF  PHONOGRAPHY. 

Words  marked  ivitk  a  (*)  are  written  above  the  line. 


—  y      Acknowledge 

_^          now 

/^ 

-7,        acknowledged*" 

V  v  \         Phonetic  Society 

^\^/      anything* 

(^          Phonographer 

*  —  °       because* 

Vo  —         Phonographic 

^s      forward 

/V^/     Reporting  Soc>'. 

highly* 

/\           represent 

,'-~b       himself 

/N|          represented 

<"&        impossible  * 

/\         representation 

X-J>        influence* 

^—          several 

v_V       influential* 

6~N^         something 

interest 

^  ^v-^  Spelling  Reform 

^7       knowledge 

^o          surprise 

-'  ^-$-%  manuscript 
/'^M> 

j  ^          transcript 

Mechanics'  Instn. 

• 

so  with  transcription,  etc. 

/—  ?>       myself  * 

P 
<i_^>         transgress 

~7*~~      natural 

^            understand 

^-A^_      never 

^           understood 

v  (s       nevertheless 

^\_        whenever 

N^       new 

S^        wherever 

84  PHONOGRAPHIC   TKACHEE. 

WRITING   EXERCISE. 

MILTON'S  PARADISE  LOST. — When  Milton  wrote 
his  matchless  poem  of  Paradise  Lost,  the  British 
press  was  subject  to  censorship,  and  he  experienced 
some  difficulty  in  getting  licensed.  It  was  sold  to 
Samuel  Simmons,  a  bookseller,  for  an  immediate 
payment  of  five  pounds,  with  a  condition  that  on 
1,300  copies  being  sold,  the  author  should  receive 
live  pounds  more ;  and  the  same  for  the  second^ 
and  third  editions.  The  second  edition  was  sold, 
printed  1674.  The  third  edition  was  published  in 
1678,  for  which  Simmons  gave  Milton's  widow 
eight  pounds;  so  that  £18  (about  $90)  was  the 
sum  total  paid  for  the  best  poem  of  the  first  of 
British  poets. 

Power  o  f  Wit. — Every  faculty  has  its  use  and 
influence,  and  it  is  interesting  to  witness  the  power 
of  broad  humor  and  frank  wit  on  the  public  mind. 
Is  there  a  more  effectual  mode  of  running  any  ridi- 
culous opinion  or  custom  out  of  existence,  than  by 
well  timed  caricature,  containing  wit  and  showing 
up  error  and  folly  to  the  ridicule  of  the  world? 

Dan  Russell,  candidate  for  Auditor,  in  the  State 
of  Mississippi,  in  one  of  his  speeches,  remarks: 

"  Fellow  citizens,  you  have  called  on  me  for  a 
few  remarks.  I  have  none  to  make.  I  have  no 
prepared  speech.  Indeed  I  am  no  speaker.  I  do 
not  desire  to  be  a  speaker.  I  only  want  to  be  ai> 
A  udi'vr" 


PHONOGRAPHIC  TEACHER.  85 

Again: 

"LADIES  AND  GENTLEMEN:  I  rise — but  there's 
no  use  of  telling  you  that ;  you  know  that  I  am  up, 
as  well  as  I  do.  I  am  a  modest  man — very — but  I 
have  never  lost  a  picayune  by  it  in  my  life;  because 
a  scarce  commodity  among  candidates.  I  thought  L 
would  mention  it,  for  fear,  if  I  did'nt,  you  never 
would  hear  of  it. 

Candidates  are  generally  considered  as  nuisances, 
but  they  are  not;  they  are  the  politest  men  in  the 
world,  shake  you  by  the  hand,  ask  how's  your  fam- 
ily, what's  the  prospect  for  crops,  &c.;  and  I  am  the 
politest  man  there  is  in  the  State.  Davy  Crockett 
says,  the  politest  man  he  ever  saw,  when  he  asked 
a  man  to  drink,  turned  his  back,  so  that  he  might 
drink  as  much  as  he  pleased.  I  beat  that  all  hollow  ; 
I  give  a  man  a  chance  to  drink  twice  if  he  wishes, 
for  I  not  only  turn  around,  but  shut  my  eyes.  I  am 
not  only  the  politest  man,  but  the  best  electioneerer : 
you  ought  to  see  me  shaking  hands  with  the  varia- 
tions, the  pump-handle  and  pendulum,  the  cross-cut 
and  wiggle-waggle.  I  understand  the  science  per- 
fectly, and  if -any  of  the  country  candidates  wish 
instructions,  they  must  call  on  me. 

Fellow  citizens,  I  was  born — if  I  hadn't  been,  I 
wouldn't  have  been  a  candidate,  but  I  am  a  going 
to  tell  you  where — 'twas  not  in  Mississippi,  but 
'twas  on  the  right  side  of  the  negro  line ;  yet  that's 
no  compliment,  as  the  negroes  are  mostly  born  on 


80  PHONOGRAPHIC   TEACHER. 

the  same  side.  I  started  in  the  world  as  poor  as  a 
church  mouse,  yet  I  came  honestly  by  my  poverty, 
for  I  inherited  it,  and  if  I  did  start  poor,  no  man 
can't  say  but  that  I  have  held  my  own  remarkably 
well. 

Candidates  generally  ask  you,  if  you  think  they 
are  qualified,  &c.  Now,  I  don't  ask  your  thoughts ; 
I  ask  your  votes.  Why,  there's  nothing  to  think  of, 
except  to  watch  and  see  that  Swan's  name  is  not 
on  your  ticket;  if  so,  think  to  scratch  it  off,  and  put 
mine  on.  I  am  certain  that  I  am  competent,  for 
who  ought  to  know  better  than  I  do?  Nobody.  I 
will  allow  that  Swan  is  the  best  Auditor  in  the 
State ;  that  is,  till  I  am  elected — then  perhaps  it's 
not  proper  for  me  to  say  anything  more ;  yet,  as  an 
honest  man,  I  am  bound  to  say  that  I  believe  it's 
a  grievous  sin  to  hide  anything  from  my  fellow-cit- 
izens; therefore  say  that  it's  my  private  opinion, 
publicly  expressed,  that  I'll  make  the  best  A'uditor 
ever  in  the  United  States. 

'Tis  not  for  honor  I  wish  to  be  Auditor;  for  in 
my  own  county  I  was  offered  on  office  that  was  all 
honor,  Coroner;  which  I  respectfully  declined.  The 
Auditor's  office  is  worth  some  $5,000  a  year,  and  I 
am  in  for  it  like  a  thousand  of  brick.  To  show  my 
goodness  of  heart,  I'll  make  this  offer  to  my  com- 
petitor. I  am  sure  of  being  elected,  and  he  will 
lose  something  by  the  canvass — therefore  I  am  will- 
ing to  divide  equally  with  him,  and  make  these  two 


PHONOGRAPHIC   TEACHER.  87 

offers.  I'll  take  the  salary,  and  lie  may  have  the 
honor  or  he  may  have  the  honor,  and  I'll  take  the 
salary.  In  the  way  of  honors,  I  have  received 
enough  to  satisfy  me  for  life.  I  went  out  to  Mexico, 
eat  pork  and  beans,  slept  in  the  rain  and  mud,  and 
swallowed  everything  except  live  Mexicans.  When 
I  was  ordered  to  "go,"  I  went ;  "charge,"  I  charg- 
ed;  and  "break  for  the  chaparral"  you  had  better 
believe  I  beat  a  quarter  nag  in  doing  my  duty. 

My  competitor,  Swan,  is  a  bird  of  golden  plu- 
mage, who  has  been  swimming  for  the  last  four 
years  in  the  Auditor's  pond,  at  $5,000  a  year.  I 
am  for  rotation.  I  want  to  rotate  him  out,  and  to 
rotate  myself  in.  There's  plenty  of  room  for  him 
to  swim  outside  of  that  pond ;  therefore,  pop  in 
your  votes  for  me ;  I'll  pop  him  out,  and  pop  myself 
in. 

I  am  for  a  division  of  labor.  Swan  says  he  has 
to  work  all  the  time  with  his  nose  down  upon  the 
public  grindstone.  Four  years  must  have  ground 
it  to  a  pint.  Poor  fellow !  the  public  ought  not  to 
insist  on  having  the  handle  of  his  mug  ground  clean 
off.  I  have  a  large,  full  grown  nose,  and  tough  as 
sole  leather.  I  rush  to  the  post  of  duty.  I  offer  it 
up  as  a  sacrifice.  I  clap  it  on  the  grindstone.  Fel- 
low citizens,  grind  away — grind  till  I  holler  enuff} 
and  that'll  be  some  time  first. 

Time's  most  out.  Well  I  like  to  forgot  to  tell 
you  my  name.  It's  Daniel,  (for  short  Dan  ;  not  a 


88  PHONOGRAPHIC   TEACHER. 


handsome  name,  for  my  parents  were  poor  people, 
who  lived  where  the  quality  appropriated  all  the 
nice  names;  therefore,  they  had  to  take  what  was 
left  and  divide  around  among  us — but  it's  as  hand- 
some as  I  am,)  R.  Russell.  Remember,  every  one  of 
you,  that  it's  not  Swan. 

I  am  sure  to  be  elected;  so,  one  and  all,  great 
and  small,  short  and  tall,  when  you  come  down  to 
Jackson,  after  the  election,  stop  at  the  Auditor's 
office — the  latch  string  always  hangs  out — enter 
without  knocking — take  off  your  things,  and  make 
yourself  at  home." 

DAN  was  elected,  by  an  overwhelming  majority. 

Manual  Labor.— Its  Influence  upon  the 
Mind. — When  an  invention  is  made  which  adds 
materially  to  the  comfort  of  men,  or  a  discovery 
revealing  hitherto  disguised  truths  in  the  natural 
world,  or  a  book  is  written  full  of  life  and  beauty 
by  a  working  man — by  one  of  those  obscure  toilers 
who  labor  for  their  daily  bread,  the  world  is  aston- 
ished !  On  every  side  we  hear  exclamations  of 
surprise.  And  yet  these  cases  are  not  so  un fre- 
quent, that  there  is  cause  for  so  much  wonder.  In 
the  best  history  of  the  world,  we  see  that  a  large 
proportion  of  those  who  have  shone  as  stars  in  the 
literary  world,  or  illumined  the  paths  of  scientific 
knowledge;  who  have  been  the  benefactors  of  thp;- 


C   TEACHER.  89 


rac-<3,  the  water-spirits  of  their  age  ;  have  been  toil- 
ers, faave  been  born  in  obscurity,  reared  in  poverty, 
and  obliged  to  work  for  a  livelihood.  And,  even 
no\v,  we  have  men  who  labor  at  the  anvil  and  fol- 
low the  plow,  and  weave  the  basket  and  tend  the 
loom,  and  yet  have  strength  and  time  to  improve 
their  raee  ;  to  send  forth  strains  which  elevate  and 
purify,  and  find  a  response  in  every  soul.  We  have 
philosophers,  statesmen,  and  orators  eloquent,  from 
among  the  working-classes,  who  far  outstrip  men 
born  in  affluence,  and  who  make  study  the  business 
of  life. 

We  should  look  at  these  facts  intelligently  —  not 
expressing  a  vague  surprise,  or  attributing  the  re- 
sults we  see  to  mere  peculiar  genhis.  We  should 
examine  the  causes  of  effects  which  are  apparent 
to  the  least  observing,  and  thus  ascertain  some  of 
the  advantages  the  working-man  has  over  the  mere 
student. 

The  working-man  has  more  physical  strength, 
and  the  mind  and  body  are  so  intimately  connected, 
that  weakness  or  inactivity  of  one  generally  pro- 
duces a  like  manifestation  in  the  other.  Muscles 
strengthened  by  exercise,  and  a  brain  refreshed  by 
pure  blood,  enable  a  mind  to  conceive  with  clear- 
ness and  act  with  vigor  and  force.  The  student, 
who  sits  poring  over  his  book  all  day,  has  not  this 
advantage.  His  brain,  darkened  by  impure  blood, 
closes  hi?  thoughts,  and  throws  a  shade  over  the 


90  PHONOGRAPHIC   TEACHER 

page  before  him.  Although  there  may  be  more 
romance  in  a  "  pale  intellectual  brow,"  "  weak 
nerves,"  and  a  "fragile  form,"  it  requires  strong 
nerves  and  sturdy  health  to  make  long  continued 
mental  effort.  The  delicate  lark  soars  high,  but 
soon  falls;  it  is  only  the  eagle,  with  broad  and 
strong  wing  and  clear  eye,  that  can  sustain  long 
flight  in  the  upper  air,  and  gaze  at  the  sun.  To 
possess  a  sound  mind,  we  must  have  a  sound  body. 
The  working-man  is  forced  to  cultivate  self-reli- 
ance. He  has  nothing  to  fall  back  upon;  he  must 
earn  his  own  bread.  There  is  none  to  lighten  his 
heavy  burdens — he  has  to  bear  them,  and  they 
strengthen  him.  His  trials  through  poverty  make 
more  of  him.  He  feels  that  he  is  a  man  nobly 
independent  of  others'  aid,  and  self-made  men  are 
heroes  in  the  moral  world.  When  he  applies  his 
mind  to  the  acquisition  of  knowledge,  he  is  not  dis- 
couraged by  difficulties.  He  is  familiar  with  them 
in  the  outward,  and  expects  them  in  his  inner  life. 
He  does  not  think  his  mind  will  grow  without  hard 
study — without  systematic  application — any  more 
than  he  expects  golden  harvests  without  digging 
his  field  or  sowing  seed,  or  that  his  arms  will  ac- 
quire strength  to  wield  with  force  the  implements 
of  labor,  without  exercise  of  their  muscles.  In  his 
daily  occupations,  whether  he  is  a  farmer  or  me- 
chanic, he  must  study  and  apply  natural  laws; 
adapt  means  to  an  end,  watch  cause  and  effect 


PHONOGRAPHIC    TEACHER.  91 

He  knows  that  nothing  conies  to  perfection  by 
chance.  He  has  learned  that  nature's  grand  secret 
of  success  is  work,  and  applies  it  to  his  mental  pro- 
gress. 

The  working-man  does  not  go  to  study  as  a  task. 
It  is  not  toil  to  him.  Manual  labor,  when  not  ex- 
cessive, invigorates  his  body,  and  rouses  his  mind, 
but  cannot  satisfy  its  wants ;  and,  therefore,  it  is 
recreation — it  is  real  pleasure  to  search  the  hidden 
mysteries  of  knowledge.  His  books  are  treasures  ; 
no  miser  ever  stole,  in  the  dusky  eve,  to  count  his 
golden  stores,  with  as  keen  delight  as  the  laborer 
returns,  after  each  day's  toil,  to  scan  the  precious 
pages.  The  necessity  which  is  laid  on  him  to 
labor — which  tears  him  away  from  study  ere  it  tries 
his  mind  and  injures  health,  is  the  very  thing  that 
makes  him  return  with  new  avidity,  and  one  reason 
why  he  makes  such  rapid  progress.  The  student 
wearies  -of  continual  mental  effort;  his  mind  is 
weakened.  He  longs  for  excitement,  and  seeks  it 
not  in  useful  labor,  which  would  benefit  himself 
and  others,  but  in  the  gay  circles  of  pleasure,  too 
often  in  the  intoxicating  cup,  which,  for  a  time, 
stimulates  his  mind,  and  renders  its  powers  more 
brilliant  and  active,  but  hastens  ther  decay.  Such 
temptations  lie  not  in  the  path  of  the  worker. 

The  working-man  lives  more  out  of  himself. 
The  student  often  has  his  eyes  turned  inward,  con- 
tinually  watching  the  operations  of  his  own  mindj 


92  PHONOGRAPHIC    IEACHER 

forgetting  that  to  know  himself  aright  he  must 
compare  himself  with  others,  and  see  what  are  the 
relations  he  bears  to  the  outward  world.  Hence  it 
is,  that  often  the  noblest  mind  "preys  on  itself,  and 
is  destroyed  by  thought."  But  the  man  with  a 
learning  mind,  who  digs  the  ground  or  sows  the 
seed,  makes  rapid  progress.  He  sees  the  benevo- 
lence of  God  in  every  opening  bud  and  blushing 
flower. 

(:  The  warbling  woodland,  the  resounding  shore, 
The  pomp  of  groves,  the  garniture  of  fields." 

have  all  a  voice  for  him,  which  goes  to  his  heart, 
and  wakes  strange,  beautiful  thoughts  there.  He 
learns  lessons  of  utility,  of  design  in  the  natural 
world,  and  with  a  soul  enlarged  yet  humbled,  he 
applies  to  books  and  art,  the  exponents  of  other 
men's  minds — and  looks  into  his  own  to  discover 
the  laws  by  which  it  is  governed,  and  the  links  by 
which  he  is  bound  to  his  fellow-men.  He  feels 
that  the  elevation  of  the  race  should  be  the  aim  of 
every  man — the  end  for  which  all  knowledge  is 
given.  He  knows  that  earth,  with  all  its  pomp,  is 
"  passing  away  " — mind  only  is  immortal ;  and  there- 
fore he  alone  is  wise,  and  in  sjanpathy  with  the 
source  of  all  knowledge,  who  takes  the  means  given 
to  elevate  and  enlighten  first  his  own  mind,  then 
the  mind  of  every  human  being  over  whom  he  has 


PHONOGRAPHIC   TEACHER.  9o 

any  influence.  And  not  only  to  believe  tins,  but 
to  act — to  live  it — a  man  must  do  more  than  spend 
a  life  in  study. 

The  working-man  also  mingles  with  all  classes 
of  society;  he  sees  the  workings  of  the  human 
heart  unrestrained  by  outward  forms;  he  knows 
the  rudiments  of  mind,  and  watches  its  gradual 
development,  and  sees  what  its  wants  are,  and  can 
in  part  see  what  are  the  yearnings  of  the  human 
soul — that  fearful  mystery  whose  depths  can  be 
fathomed  only  by  its  Creator.  The  student  has 
not  this  advantage.  He  is  conversant  only  with 
those  whose  minds  are  educated  to  a  certain  height, 
whose  manners  are  adopted,  whose  souls  are  veiled, 
so  that  their  lights  and  shadows  cannot  be  seen, 
and  therefore  where  he  would  instruct  and  elevate 
his  fellow-men,  he  often  fails. 

The  working-man,  therefore,  in  all  ages  of  the 
world,  has  been  more  successful  in  doing  good,  in 
advancing  the  interests  of  humanity,  than  a  man 
who  is  learned  only  in  book  knowledge.  The  lat- 
ter may  desire  to  do  as  much,  but  never  can  accom- 
plish it ;  being  ignorant  of  the  material  on  which 
he  is  working.  No  one  can  be  so  good  as  he  who 
has  been  governed.  No  one  can  speak  such  worda 
of  encouragement  and  sympathy  to  the  poor  and 
suffering  as  he  who  has  really  felt,  not  imagined, 
their  hardships.  It  is  only  he  who  has  taught  him- 
self, who  has  worked  his  own  path  up,  that  can 


94  PHONOGRAPHIC   TEACHER. 

stimulate  the  ignorant,  the  friendless,  and  forgotten, 
to  exertion.  Self-reliance  means  something  from 
him.  He  has  known  what  it  is  to  be  without  a 
friend;  he  knows  every  obstacle  which  lies  in  their 
pathway ;  they  were  in  his.  No  one  can  enter  into 
the  feelings,  or  soothe  the  weary,  wounded  spirit  of 
the  toiler,  as  a  fellow-laborer  can,  who  has  battled 
with  poverty  and  ignorance,  and  gained  the  victory. 
His  hands  are  strong  to  uphold  his  fainting  brother. 
His  voice  is  clear  and  hopeful  to  whisper  words  of 
cheer.  He  can  point  onward  and  upward  while 
working  by  his  side.  The  trials  and  sufferings  he 
met  and  overcame  have  fitted  him  to  help  others. 
They  formed  his  character ;  for,  as  in  the  natural 
world,  the  richest  fruit  must  be  touched  by  the 
frost  ere  it  ripens  and  mellows,  so  it  would  seem  in 
the  mental  world,  no  character  becomes  perfect 
until  it  is  touched  by  the  frosts  of  suffering. 

The  working-man  gives  example  as  well  as  pre- 
cept to  the  world.  He  is  in  it,  and  of  it,  and  can 
make  himself  felt  by  it,  in  a  manner  the  student 
cannot  who  lives  apart  from  its  active  scenes.  The 
latter  often  gets  too  far  above  it,  and  dwells  in  the 
regions  of  fancy  or  imagination,  so  that  he  cannot 
exert  a  practical  influence.  But  the  man  who 
works  as  well  as  studies,  is,  as  it  were,  midway 
between  heaven  and  earth — near  enough  to  earth 
to  feel  with  deep  sympathy  every  movement,  and 
near  enough  to  heaven's  light  and  knowledge  tc 


PHONOGRAPHIC  TEACHER.  95 

point  others  to  the  right  way,  leading  upward. 
There  is  no  man  who  reflects  and  looks  into  the 
future  with  a  clear  eye,  but  must  discover  truths 
which  the  great  mass  of  mankind  are  not  prepared 
to  receive  calmly.  They  will  not  hear  them  with- 
out opposition.  And  here  the  working-man  tri- 
umphs. He  is  not  afraid  to  speak  wholesome  but 
disagreeable  truths.  No  one  can  take  away  his 
means  of  livelihood.  He  has  a  trade  to  work  at,  if 
his  pen  fails  to  suppcrt  him.  His  reputation  is  his 
own — his  friends  did  not  put  it  on  him.  He  is 
independent.  And  such  men  have  done  much  for 
the  world,  and  their  memory  is  blessed.  The  stu- 
dent often  conceals  what  he  knows  to  be  true, 
because  he  cannot  live  without  his  accustomed 
mode  of  maintenance,  his  reputation,  and  friends. 

The  working-man  also  exhibits  a  greater  degree 
of  freshness  and  originality  in  his  writings.  There 
is  a  naturalness  in  the  thoughts ;  they  come  from 
the  heart  and  go  to  other  hearts  with  a  force  they 
could  not  have,  if  first  analyzed  by  the  critic's  head. 
They  are  as  flowers  fresh  from  beside  the  hedge- 
row, fragrant  and  blooming ;  not  flowers  taken  apart 
and  torn  by  the  botanist.  The  student  who  does 
not  let  the  emotions  of  kindness — those  sudden 
impulses  which  at  times  arise  in  the  soul  like  star- 
tled birds  in  a  grove — gush  forth,  but  would  first 
dissect  them,  is  like  a  child  watching  bright  bub- 
bles on  a  silver  stream,  and,  anxious  to  know  what 

5 


06  PHONOGRAPHIC    TEACHER. 

they  are  made  of,  puts  forth  'his  tiny  hand  to  touch, 
but  they  break,  and  the  charm  is  gone.  The  man 
at  work  in  God's  beautiful  world  gets  his  heart  too 
full ;  his  emotions  will  gush  forth,  and  they  fall  on 
other  hearts  like  summer  rain  on  the  parched  earth, 
causing  every  green  thing  to  grow,  and  the  desert 
to  bud  and  blossom  as  a  rose.  As  long  as  time 
shall  last,  the  pious  words  of  the  worker  Bunyan 
shall  echo  through  the  earth.  And  the  music  which 
gushed  from  the  soul  of  Burns,  as  he  followed  the 
plow  and  sang  to  the  "  Wee  modest  crimson-tipped 
flower,"  shall  never  die  away  until  the  last  soul- 
chord  breaks,  for  such  music  is  immortal.  It  has 
its  home  in  every  soul,  and  vibrates  there;  but  all 
may  not  express  it.  And  that  noble  song,  "A 
man's  a  man  for  a'  that,"  will  be  a  watchword  for 
future  generations. 

As  the  world  advances,  its  workers  take  a  higher 
position ;  the  dignity  of  labor  becomes  more  appa- 
rent. The  land  of  Franklin  has  shown  what  a 
single  nation  of  workers  can  do  towards  civilizing 
and  christianizing  a  globe !  The  time  draws  near 
when  he  who  does  nothing  will  le  nothing,  and 
when  there  will  be  no  aristocracy  but  that  of 
labor— no  noblemen  but  the  workers.  Not  until 
then  will  the  beneficral  influences  of  work  upon  the 
mind  be  fully  understood.  In  the  clear  light  of 
that  day  will  the  people  of  the  earth  begin  to  per- 
ceive the  wisdom  and  goodness  of  God,  who,  when 


PHONOGRAPHIC   TEACHER.  97 

be  created  man,  although  a  world  lay  before  him 
to  study,  yet  put  him  in  a  garden  to  ''keep  and 
dress"  it,  and  who  tempered  judgment  with  mercy 
when,  sending  him  forth  from  Eden,  he  made  labor 
pleasant  and  desirable  to  him. 

[American  Phrenological  Journal. 

PHRASEOGRAPHY. 

By  an  extensive  use  of  phraseograms,  phono- 
graphic writing  is  executed  much  more  rapidly. 
They  are  made  by  joining  word-signs  or  two  or 
more  words  together,  without  raising  the  pen  from 
the  paper,  and  are  governed  by  a  few  simple  rules; 
and  are  as  legible  as  it  is  possible  for  writing  to  be. 

The  first  word-sign  or  word  in  a  phrase  should 
keep  its  natural  position,  but  the  word-signs  or 
words  that  are  joined  in  the  phrase,  may  take  any 
position  that  most  effectually  facilitates  the  writing. 
Thus,  the  phrase:  A  should  have  been  done.  It 

will  be  seen  here,  that  the  words,  have,  been,  and 
done,  are  thrown  out  of  their  proper  place  ;  or,  in 
other  words,  the  position  they  occupy  when  stand- 
ing alone. 

Phraseography  is  more  generally  introduced  into 
the  reporting  style,  but  a  limited  nunber  of  phrases 
of  the  most  familiar  words  in  the  corresponding 
style  is  very  convenient. 


PHONOGRAPHIC    TEACHLli. 


PHRASEOGRAM3. 


^_   could  not, 
_^^    could  not  be 
C  as  well  as, 
\»    for  instance, 
J-^^  at  the  same  time, 
<w>  as  good  as, 
^  as  great  as, 
cu>  as  soon  as, 
r>  you  must, 
L   it  is  not, 

\    to  be, 

L   it  is  not  to  be, 

(    which  would, 

L,   which  would  not, 
^   which  would  not  be, 

*    that  is, 


^_  you  must  not, 
*-,  you  can, 
V    I  have, 
^  I  have  not, 


'V. 


I  have  not  had, 


I  have  not  seen, 
I  have  seen, 
V  we  have, 
^_  we  have  not, 
_f^  we  have  seen, 
V  we  have  done, 

we  have  not  doiu 
"  I  am, 
'   I  am  not, 
.     should  be, 
should  not  be, 


LA-,       JLi< 
PHONOGRAPHIC   TEACHER.  .    99 


f>   this  is, 

«}    so  as, 

J     so  as  to  be, 

^*   must  be, 

7"  in  such, 
"£o  in  such  a  case, 
C^  long  hand, 

£  short  hand, 

^    if  it, 

^   if  not, 

*)    there  are, 

^    there  are  not, 
^     it  should  not  be, 

<*  I  will  not, 

*"  you  will  not, 

^  as  far, 

^  as  far  as, 

S    by  the. 


it  should  be, 
so  as  to, 

as  soon  as  possible, 
if  it  had  not, 
I  have  not, 
I  must  have, 
I  must  not, 
I  must  not  have, 
"*-    there  would  not, 

there     would     not 
\ 

have  been, 
I    with  which  it  is, 
L   with  which  it  is  not, 
with  which  it  wculd 

have  been, 
~5>   are  not, 
<j..  as  it  were, 
s\  responsible, 


100  PHONOGRAPHIC   TEACHER. 

The  following  exercise  may  be  written  entirely 
with  the  word-signs,  and  will  make  a  practical 
application  of  most  of  them. 


WRITING   EXERCJSE. 

Estahlishments  for  improvement,  and  for  know 
ledge-in-general,  are  very  important  things  in  a 
kingdom ;  and  the  more  so,  where  it-is  usual  with- 
them  to  represent  and  acknowledge  good  principles. 
A  phonographic  establishment,  in  particular,  is  not- 
only  an  immediate  advantage  to  every  gentleman 
who-is  a,  member  of  it,  but  to  all.  According  to 
general  opinion,  phonography  is  a  subject  we  should 
all  have  pleasure  in,  and  think  upon ;  without  it, 
language  is  not  what-it-should-be :  a  remark  in- 
which  there-is  great  truth,  and  to-which  there-can- 
be  no  objection.  How,  or  on-what  principle,  can 
we-be  good  or  great  without-improvement  ?  Re- 
member that  every  thing  is  an  object  of-importance 
that  comes  under  it ;  and,  beyond  all,  that  the  sure- 
Word  (of  the)  Lord  God  was  given  for  improve- 
ment. 

After  what-I-have-told-yv.  u,  are- there  yet  objec- 
tions to-it?  Were  there,  an  account  of-them  would 
already  have-been  given.  Great  and  good  things 
cannot  come  together  without-improvement.  Should 
I-bo  told-that  it-may-have-been-so,  I-shall  remark- 
that,  from  what-I-know  (of  the)  general  spirit  of  all, 


PHONOGRAPHIC    TEACHER.  101 

the  truth  is  as  Lhave  given  it,  nor-can  you  object 
to-it.  In  short,  gentlemen,  establish  it  as  your  first 
principle,  that-you-will-not  give  up ;  but,  as  you- 
liave  opportunity,  do  all  that-can-be-done  towards 
improvement  in  everything;  so  will  you  give  pleas- 
ure, not-to-me-alone,  but  to  all. 


NOTES  FOR,  THE  STUDENT. 

LABOR. — "  Nothing  good  without  labor,"  is  writ- 
ten all  over  the  intellectual  heavens.  Let  no  per- 
son suppose  that  phonography  will  be  acquired  by 
dreaming  over  it.  The  much-coveted  art  of  short> 
hand  is  to  be  attained  only  by  persistent  study  and 
practice.  Hearty,  energetic  labor  is  not  half  so 
tiresome  as  a  lounging,  yawning,  listless  shirking. 
There  is  always  a  Sabbath  for  the  determined  work- 
er, but  for  the  persistent  shirker  there  18  a  trouble 
forever.  If  there  is  any  thing  that  troubles  you, 
seek  not  to  avoid  it :  meet  it  and  master  it.  And 
so  proceed  in  your  studies,  and  the  art  will  soon  be 
acquired.  For  the  want  of  this  lesson  many  hare 
doubtless  relinquished  phonography,  just  as  they 
have  every  thing  else  which  they  were  not  com- 
pelled to  pursue,  and  have  lost  the  numerous 
advantages  of  an  art  which  is  easily  acquired, 


102  PHONOGRAPHIC   TEACHER. 

provided  it  be  studied  with  the  determination  to 
master  it. 

REPORTING  STYLE. — The  student  should  not  make 
any  attempt  to  write  in  the  reporting  style  till  the 
corresponding  style  can  be  written  and  read  with 
ease.  It  is  not  well  even  for  the  reporter  to  write 
very  contracted  forms.  Those  forms  which  occupy 
the  least  space  are  frequently  the  most  difficult  to 
write.  To  avoid  an  excess  of  contractions,  vocalize 
fully  for  some  time,  making  it  a  general  rule  that  a 
word-form  which  can  not  be  fully  and  easily  vocal- 
ized should  not  be  employed.  "With  this  rule  in 
view,  such  words  as  bear,  bar,  far,  fall,  feel,  will 
not  be  written  with  the  I  and  r  hook-signs,  but  with 
full  phonographs.  With  few  exceptions,  the  best 
corresponding  forms  are  best  for  reporting.  The  prin- 
ciples of  the  reporting  style  are  fully  developed  in 
the  "  Reporter's  Manual,"  from  which  work  numer- 
ous persons  throughout  America  have  learned  to 
write  with  the  rapidity  of  speech.  An  accomplish- 
ment so  valuable  the  majority  of  phonographers 
will  strive  to  acquire,  though,  perhaps,  they  are 
not  intending  to  become  professional  reporters. 

PHONOGRAPHIC  JOURNAL. — Just  as  soon  as  the  read- 
ing exercises  given  in  this  book  can  be  easily  read, 
the  student  should  subscribe  for  the  "Universal 
Phonographer,"  or  some  other  phonographic  jour- 
nal. It  will  supply  reading  and  writing  exercises, 


PHONOGRAPHIC    TEACBKR.  103 

furnish  useful  and  entertaining  matter,  point  out 
the  pronunciation  with  greater  den'niteness  than  the 
ordinary  pronouncing  dictionaries,  answer  your 
queries,  dispel  your  doubts,  remove  your  difficul- 
ties, give  you  the  best  outlines,  and  guard  against 
those  that  are  incorrect — in  fine,  render  easy  the 
acquisition  of  an  art  u  whose  usefulness,"  says  Dr. 
Johnson,  "is  not  confined  to  any  particular  science 
or  profession,  but  is  universal." 

The  "  Phonographer"  may  be  made  serviceable 
in  this  manner  :  Copy  out  of  it  an  article  into  long- 
hand (phonetic  longhand  is  best,  as  it  accustoms  the 
pupil  to  phonetic  analysis) ;  transcribe  the  article 
into  phonetic  shorthand  without  looking  at  the 
"  Phonographer ;"  compare  this  shorthand  copy 
with  the  original ;  correct  the  errors,  if  any,  and 
re-write.  This  course  should  be  continued  so  long 
as  there  are  any  errors  to  correct,  when  another  ar- 
ticle should  be  copied.  Assiduous  practice  of  this 
kind  for  a  few  weeks  will  fix  the  forms  of  the  more 
frequent  and  effective  words  of  the  language.  It 
will'also  be  useful  to  copy  into  shorthand  the  pho- 
netic print  furnished  in  the  "  Phonographer."  In 
this  case  the  pupil  has  the  phonetic  analysis  of  each 
word  provided  for  him. 

PHONOTYPY  AND  PHONETIC  LONGHAND  are  based 
upon  the  principle  of  a  sign  for  each  elementary 
sound--  no  more,  no  less.  Therefore,  double  letters 


10-1 


PHONOGRAPHIC    TEACHER. 


are  employed  in  phonetic  print  and  phonetic  long 
hand  for  those  double  sounds  (diphthongs)  which 
are  expressed  in  phonography  (for  stenographic  rea- 
sons) by  single  letters,  such  as  ch  (composed  of  t 
and  sh),  j  (composed  of  d  and  zh),pl,pr,  tr,  dl.  1, 
oi,  ou,  ew.  It  will  be  observed  that  j  is  used  for 
zh,  as  in  French. 

The  complete  alphabet  is  as  follows  : 


n       ee, 

&f  &  e 

ait,  tfgf,  air, 


LONG  VOWELS. 
H,  C)  O, 


ope, 


U 


u\ms>,  all, 

SHORT  VOWELS. 
Be,  A  a,  0  o,  U  u, 

€  e  <&a  00.  tyv 

xlge,  <»rr,      fl-t,  «re,  puss,         not,  nor,  cut,  cur, 


UJ  ui; 

food; 

IX  u ; 


DIPHTHONGS. 


ei,       ai,       01,       ou,        m ; 
.          .  . 


aye,      voice,       now,       new; 


CONSONANTS. 

B  b,     ad,     e  $ 


t^en,        vicious, 


b,  d,  f,   g-  h,    j,      k,     I,  m,  n,  p,    r,     s,  t,    v,   w,  y,  z. 

fre,  do,  ./or,  go,  Ae,  edpe,  ting,  tet,  me,  no,  pie,  roar,  so,  to,  trie,  ice,  yet,  aed. 

Phonotypy  closely  resembling  the  genuine  nfay 
Be  produced  by  using  the  common  types  according 
to  the  following  scheme :  Long  Vowels — a,  B,  a  (or 
A),  o,  o'  (or  b),  oi.  Short  Vowels — i,  e,  a,  o,  u  (or 
q),  u.  Diphthongs — ei,  ai,  oi,  ou,  iu.  Consonants — 
th,  th  (or  dh),  c  (or  sh),  ng,  b,  d,  f,  g,  h,  j,  k,  1,  m, 
n,  p,  r,  s,  t,  v,  w,  z. 


v^ 


~7    .     X  . 


\ 


.   r 


\  •, 

r  „ 


i  -.  r  0  N  < 
c  _,  \  j  %  x- 
r,  ,  x  -, 


,  \ 


(flW 


*i    r  's.,  v  <;/f 


'^•f 


SMis-*. 


(     ^ 

V>       . 


^  ^t 


)  VI 

X    " 


r   ~i^^  \  r  ^N-' 
^  ^  ^_  i.?  c  'r  ^ 
y  .  ^  ^-^^  v  r 
-  >  i.  ,  i  ^'  \  .  ^  .  ->  i 

^'  .   V  x    r  /  ,  „ 


C    ,     \ 


107 

VM 

v. 


r    -?. 

''  V 
° ._  2.. 


,-^'r- 
•>Fr-^ 


108 


V 


r 


i  ,  .  T 
\  *>  .*-. 


S_  .  V 


\  4.  X. 

\  . 


\  v 


01 

»      •    /     • 


-Us 


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I,   TXAMIVATIONS   AND    AllVIOE,  Wltll      'ilTtg     .Il'lV. 

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lich  arc   oaU-u-  '  for  binding.    Mmitlily,  ;u  ^1  a  year  in  a<J 


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to   Hy.lro]>:i<!iy,   its   Philosophy    and 
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blxerjciaa, 
ST  RATED  .-A 


Clnlliii!.-  1;~.  AirmsiviiK 

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